Özet:

The main aim of any reform in education is to improve educational programs and practices which will, in turn, assist to meet overall objectives of education in more effective ways. Change is a difficult process, because, educational change of any significance involves changes in organizational structures, communications, resource allocation, practices, and beliefs and attitudes. A qualitative oriented approach was used and ethnographic case study was chosen as an appropriate methodological framework for this particular research. In this study, interviews, observation and document analysis were conducted to investigate how teachers' functional paradigms affect the process of implementation of education reform. The results of this study can be interpreted that the overall reason for resistance to change on teachers‟ side may the difficulty for teachers to comprehend the conceptual framework of the reform (or the new paradigm) as this requires denying the previous educational context in which they established themselves in

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