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China, the developing country with the largest and oldest public education system, is transforming its education system through a large-scale curriculum reform. The new national curriculum marks a dramatic change in the underlying educational philosophy and practices, which, in turn, have deep cultural and historical roots in Chinese society. During this system-wide curricular change, Chinese teachers find themselves, more or less, situated in an ambivalent space. That is, most teachers know of the curricular change, but they are uncertain about the meaning of the change and have some resistances borne out of the experiences of loss and challenges to their teacher identities. This study investigates what this massive curriculum reform means for Chinese teachers by grounding an enquiry in in-depth conversations with six teachers in Western China. An interpretation of these conversations reveals the complex dimensions of teachers’ compliance and/or resistance with respect to change at a time when the Chinese curriculum landscape is shifting dramatically from a local to global perspective. Hermeneutics is employed as the research approach in this study because it attends to the humanness and interpretive nature of the participants’ living through curriculum change and it offers important insights to the deeply inter-subjective nature of teachers’ learning and unlearning. New understandings of teachers’ identity transformation, cross-cultural curriculum conversations, and the psychic and social dynamics of teachers' learning are presented in this study. New discourses for enhancing cross-cultural understandings in curriculum studies and international development are also suggested. This study addresses an absence of research on education change and curriculum theories and serves as an example of engaging curriculum as a transnational conversation between East Asian and Western contexts.

本研究主要是對三位國小一年級教師的社會科教學進行觀察，以分析她們的課程詮釋與課程運作經驗，並深入理解與探討這些經驗所顯示的意義與教師課程詮釋時的內在世界。具體言之，主要研究目的如下： 一、瞭解教師在生活脈絡下所形成的課程詮釋觀點。 二、分析教師在與環境互動下所採取的教學統整方式。 三、瞭解教師在教學後對教學評量結果所作的省思。 四、探討課程詮釋與課程運作經驗所顯示的意義，及教師課程詮釋時的內在世界。 本研究採取個案研究法，最常用到的是教室觀察、訪談、文件分析、問卷、測驗等方式。研究對象是在同一學校任教一年級的三位教師，學歷分別是師範、師專和師院，曾任教一年級社會科年資是2年、10年和0年，研究時間約為一個多月，以進行社會科一個單元完整的教學觀察。 研究者建構了三位個案報告，並將所有資料加以綜合分析和歸納，以理解三位教師課程詮釋與課程運作經驗所顯示之意義，及教師的內在世界，主要研究發現如下： 一、三位教師的課程詮釋與課程運作經驗 （一）教師的許多課程詮釋觀點，會統合地呈現在對任教課程的理解上。 （二）教師的某些課程詮釋觀點會影響某些教學統整方式。 （三）教師的各種教學統整方式之間相互關連。 二、課程詮釋與課程運作經驗所顯示的意義 （一）教師在課程運作時主體意識的存在，並不為自己所察覺。 （二）教師在課程實施層面所扮演的角色，已不是忠實者，可算是調適者，某部份確實展現了課程締造者的角色。 三、教師課程詮釋時內在的教學需求 教師的教學統整行動是一套為了結合理想與現實的因應策略，大都是為了滿足下列需求：（1）重視課業表現(2)符合教師的人生觀和教育觀(3)因應學生的特性和能力(4)維持良好的常規(5)配合資源和時間等環境因素。這些需求的背後，即是教師心中最期盼的，一個能獲得成就感的成功教學。 / The purpose of this study was to find out what curriculum interpretation and curriculum operation experiences the elementary school teachers have, and to explore the meanings from those experiences, and also to understand the inner worlds of the teachers who interpret the curriculum. The researcher used the case study method. She collected data from observation, interview and test. The subjects of the study were three 1th-grade teachers teaching Social Studies in the same school. There were two years, ten years and zero years in their teaching 1th-grade Social Studies, and also graduated from different level teacher schools. It took more than one month to complete the observations of a whole unit instruction. The researcher wrote up three case reports, and analyzed the meanings of those experiences. The findings of the study were as follows: A. The teachers’ curriculum interpretation and curriculum operation experiences： a) The teacher’s curriculum interpretation perspectives integrated to comprehend the teaching subject. b) Some of the teacher’s curriculum interpretation perspectives influenced some instructional integration methods. c) All of the instructional integration methods were interactively connected. B. The meanings of those experiences： a) The fact that teachers were the subject instead of the object in the curriculum operation was not perceived by teachers. b) In the curriculum implementation process, teachers were not loyal to the curriculum but keep a mutual-adaptation relationship with it. They sometimes even created part of the curriculum. C. The instructional needs on the inner worlds of the teachers： a) Teacher’s needs emphasized the academic expectations. b) Teacher’s needs fit for their life and pedagogical perspectives. c) Teacher’s needs adapted to students’ characteristics and ability. d) Teacher’s needs emphasized maintaining a good classroom control. e) Teacher’s needs considered about instructional resources and time. These needs could be subsumed into the need toward a successful instruction.

The Swedish regulatory documents for the school subject of English demand the presence of cultural representation/phenomena in the communicated material to the students but is vague about what the actual content should be. This leaves a lot of room for personal interpretation and selection of material for the teachers. The objective of this study was to explore how teachers interpret the sought after concept of culture, as well as how they choose to implement it in their lesson-plans. A qualitative study with five grade 7-9 teachers was made, with semi-structured interviews that were analyzed using thematic analysis. Results show that all the teachers found the instructions vague regarding what type of culture was to be included in the teaching. They perceived the vagueness as both a stressor and as a liberating factor, which is in accordance with previous research. The type of culture that was implemented in the teachers’ classrooms seemed to center around so called ‘little c culture’ or ‘social science context culture’ with the goal of achieving ‘intercultural communicative competence’.