Search results for: Curriculum design
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The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development
This investigation of physics teacher education in Ethiopia reveals a significant gap between the physics knowledge of pre-service teachers (PSTs) attained during training and that of the intended curriculum setting out expectations for their knowledge. Data were obtained by a test probing PSTs’ physics knowledge (attained curriculum); analysis of teacher education curriculum documents (intended); and video-recording, observation and analysis of lectures delivered to pre-service teachers at four Colleges of Teacher Education (implemented). These illustrate that implementation focuses on high-level, abstract knowledge delivered mainly via mathematical approaches, offering limited opportunities for learning basic concepts by debate. An outcome of current practice is that physics teachers lack the necessary subject knowledge to teach effectively, leading successive generations of Ethiopian students to under-achieve. The paper argues for change to enable Ethiopia to achieve its aim of raising educational achievement and societal productivity to become a low-middle income nation by 2025.
Updated: Oct. 13, 2021
Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. This study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. The authors conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.
Updated: Feb. 10, 2020
Preparing Teachers as Allies in Indigenous Education: Benefits of an American Indian Content and Pedagogy Course
This research explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The study shows significant gains made by pre-service teachers in each of the target areas, and affirms that methods coursework in American Indian education can lead to more interculturally competent teacher candidates.
Updated: May. 14, 2017
In the two last decades, educational development has become a mature and internationally recognised discipline. Writing about teaching, learning and assessment has helped to describe, analyse and affect practice, and to change the way in which educational development as a profession has become regarded. This article provides a personal selection of 20 key books that have been highly influential, with the aim of promoting debate both on the choice of texts and the future of educational development books in the next 20 years.
Updated: Jun. 05, 2016
This paper presents a study on the development of the Finnish National Core Curricula for Basic Education (NCC), published in 1985, 1994 and 2004. This study aimed to extend the understanding of the role of the core curriculum in promoting literacy education. The analysis reflected on the basis of Finnish literacy education resting on curricula over 25 years old. The six changes in approach detected in curricula content over 30 years reveal that the educational orientations to literacy curricula have developed alongside the contemporary policy strategies and pedagogical trends of responding to increasingly complex diversity within schools. The author concludes that teacher education needs to focus on preparing teachers for future-oriented, proactive curriculum design.
Updated: Nov. 24, 2015
This study examines student participation in curriculum design at course and programme levels at three higher education institutes at UK, Ireland and USA. Case study methodology and critical theory provided the framework for the research study. This research has outlined a range of different approaches to co-creating curricula. In these examples, student participation has been reported to increase levels of individual and collective student responsibility for their learning, and enhance student performance and teachers’ satisfaction.
Updated: Oct. 21, 2015
Curriculum Orientations of Pre-service Teachers in Jordan: A Required Reform Initiative for Professional Development
The primary purpose of this study was to identify the curriculum orientation profiles of pre-service teachers participating in the teacher education programs at the Hashemite University in Jordan. Rigorous translation procedures were utilized to validate an Arabic version of the Curriculum Orientation Inventory (COI) for use in Jordan. The results of the factor analysis indicated that five latent factors with 29 items emerged from the Jordanian data highly consistent with the English version of the COI. Results also indicated that pre-service teachers valued all the curriculum orientations to various degrees. Specifically, they highly valued the Cognitive Process orientation followed by the Social Reconstruction orientation and the Humanistic orientation.
Updated: Jun. 10, 2014
Comparison as Curriculum Governance: Dynamics of the European-Wide Governance Technology of Comparison within England’s National Curriculum Reforms
The current paper focuses on how the curriculum is governed by comparative knowledge. Particularly, the article identifies how this facet of governance has manifested itself within the policy space of England’s National Curriculum reforms. While international comparative logic within England’s National Curriculum could be regarded as a manifestation of a European-wide governing technology, the article suggests that the distinctiveness of ‘Europe’ is at risk of being lost to dominant global knowledge paradigms which are also an integral part of the ‘governance by comparison’ process.
Updated: Sep. 15, 2013
In this article, the authors used the Interconnected Model of Professional Growth to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design fosters.
Updated: Jul. 30, 2012
The Effects of the Design and Development of a Chemistry Curriculum Reform on Teachers’ Professional Growth: A Case Study
In this article, the authors describe professional growth of three Dutch teachers during the development and subsequent class enactment of student learning material for a context-based chemistry curriculum. This network consisted of three experienced chemistry teachers and A male coach employed by the teacher training department from a university was chair of the network. The results show that the development of learning material can be seen as a training program to prepare teachers for an innovation. Furthermore, teachers’ knowledge increased in all five pedagogical content knowledge domains during the development and class enactment phases.
Updated: Dec. 21, 2010