Need for Adjustment of Teachers’ Mindset
For a concept-based curriculum to be fully embraced by the teachers, it is vital that the mindset of teachers be changed in order to promote concept-based learning. In fact, according to VanTassel-Baska and Stambaugh (2006), the middle management (teachers, curriculum heads and in-house teacher trainers) may seem “insignificant and less powerful” compared to the school leaders;; who play a major role in decision-making and policymaking processes, but they are, in fact, important players that are likely to “propel initiatives for gifted learners forward within the context of school goals” that can result in the successful implementation of a concept-based curriculum.
When concept-based curriculum was first implemented at RI, some teachers had to experience a change of mindset—from relying on a more traditional, twodimensional curriculum that focuses on facts and skills to working on a threedimensional one that has an added dimension of concepts, principles and generalisations. The interdisciplinary nature of a concept-based curriculum and the teacher’s initial lack of familiarity are some possible reasons for the discomfort some teachers felt initially, although this was mitigated by the various types of professional development programmes provided by the school.