The Impacts of the Driving Teacher Program

This study aims to examine the impact of the Driving Teacher Program (DTP) on teachers’ pedagogical development and beliefs in implementing an emancipated curriculum. This study uses an interpretive paradigm to uncover the complex realities of elementary school teachers and the meaning of their curriculum experiences. Therefore, a qualitative approach underpins this study at ontological, epistemological, and methodological levels. Six teachers from six schools participated in the study. The findings reveal that DTP impacts teachers’ pedagogical development and beliefs in implementing an emancipated curriculum. However, not all teachers became active curriculum developers; only two teachers from upper economic school backgrounds became full-fledged curriculum developers. Four teachers continued to play the role of curriculum transmitters despite being willing to be developers. In addition, teachers’ beliefs about the emancipated curriculum were positive and they were enthusiastic and proactive in implementing it. Moreover, this study reports that the quality of training and school background affect teachers’ competence and beliefs about curriculum reform.