A major curriculum reform was implemented in Maldives in 2015. Little is known about how the new curriculum has been used and implemented in classroom teaching. This qualitative multiple-case study aims to examine the teacher-tool relationship of six teachers teaching sixth grade English and the factors that shape the teacher-tool relationship. The teachers were situated in four schools with distinct contexts – a densely populated urban context, a sparsely populated island with multi-grade classrooms, an island dependent on fishing and an island dependent on tourism. Data collected include three video-recorded observations of each teacher as well as post and pre-observation interviews. Brown’s Design Capacity for Enactment Framework (DCEF) was used as a basis to see whether teachers offload, adapt or improvise the curriculum. In addition, an analysis of the descriptive data, across and within the cases was done to identify factors that shape the way teachers use the curriculum. The analysis revealed that teachers use the curriculum in distinctive ways and included multiple layers of offloading, adapting, improvising and omitting. The way teachers use the curriculum varies from one teacher to another, from one lesson to another, and from one activity to another. Curriculum tool features, individual characteristics as well as the island context played significant roles in shaping how teachers use the curriculum in their teaching. The results of the study can provide curriculum developers with a different perspective in designing curriculum tools, particularly to create flexible affordances within the curriculum to allow for differing teacher and locational characteristics.

中文翻译：

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马尔代夫ESL教师的师具关系：多案例研究

2015年，马尔代夫实施了一项重大的课程改革。人们对如何在课堂教学中使用和实施新课程一无所知。这项定性的多案例研究旨在研究六位六年级英语教师的师生关系以及影响师生关系的因素。老师们分布在四所学校中，处在截然不同的环境中–一个人口稠密的城市环境，一个人口稀少的岛屿，岛上设有多级教室，一个依赖捕鱼的岛屿和一个依赖旅游的岛屿。收集的数据包括每位老师的三个视频记录的观察结果以及观察前后的访谈。布朗的《设计能力设计框架》（DCEF）被用作查看教师是否减轻，适应或改进课程的基础。此外，对案例中和案例中的描述性数据进行了分析，以找出影响教师使用课程的方式的因素。分析表明，教师以独特的方式使用课程，包括卸载，改编，即兴和省略的多个层次。教师使用课程的方式各不相同，从一位教师到另一堂课，从一项活动到另一项活动。课程工具的功能，个人特征以及岛屿环境在塑造教师如何在教学中使用课程方面发挥了重要作用。研究结果可以为课程开发人员在设计课程工具时提供不同的视角，尤其是在课程中创建灵活的收费项目时，可以考虑到不同的教师和位置特征。