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Description
Standardized curricula are frequently critiqued for limiting professional autonomy. Despite extensive preparation in pedagogical best practices, teachers' enacted instruction is often constrained by externally imposed, scripted programs. In contexts like New York State, these curricula are explicitly designed to align with high-stakes standardized tests, directly shaping classroom practice toward assessment outcomes. Seeking to contrast with U.S.-centric, test-focused frameworks, this study investigates how teachers in a Colombian multilingual school perceive and enact internationally sourced, standardized curricula within their specific local context.
Publication Date
2025
Recommended Citation
Dudzic, Zoe, "Teacher Perception of Standardized Curricula in Colombia" (2025). International Professional Development Partnerships (IPDP) Consortium. 22.
https://digitalcommons.buffalostate.edu/ipds_research/22
