Search results for: Curriculum development
Page 2/6 59 items
The current article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. Recent Australian policies, reforms, and curriculum documents show there is an increasing need for educators to recognise the social, cultural and political influences on teaching and learning. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. The program redesign at Curtin University is one example of a way in which academics involved in program development at universities can interpret policy, recognize change and act on this change by reforming and implementing appropriate courses of study.
Updated: Jul. 14, 2014
This study examines the characteristics, advantages and shortcomings of the educational approaches used by Israeli students, who have developed and taught curricula on the intelligent use of the Web. Most of the students chose balanced approaches for developing and teaching curricula on the subject, relating both to the benefits and the dangers of using the Web. Quite a few, however, chose a negative critical approach focusing on the dangers and harmful effects of the Internet. A marginal minority chose a positive approach stressing only the beneficial uses of the Web.
Updated: May. 26, 2014
This article describes the accounts of school students regarding the difference between traditional and competence-based models. The data demonstrate the tensions caused by pupils’ perceptions of the demands of summative assessment systems, which reflect a very different epistemology from experiential/competence models. The authors conclude that greater pedagogical literacy, attention to professional development, assessment reform and engaging students as partners in curriculum reform are needed.
Updated: Sep. 15, 2013
This article reports on an interview study that explored how teacher educators across different disciplines anticipate the work that must be done to produce critical professionals to teach the new Australian curriculum. The authors summarize the differences indicated across the four curriculum areas sampled: English teacher educators seemed mostly concerned about political interference in educational matters; history teacher educators seemed mostly concerned about the status of knowledge in the proposed curriculum; a maths educators had concerns around the rationale for selection of curricular content; and science educators were concerned about personal relevance and the pedagogical implications of over-selection of content.
Updated: Jul. 01, 2013
The Efficacy of Educative Curriculum Materials to Support Geospatial Science Pedagogical Content Knowledge
The authors examined teachers’ perceived impact of the curriculum materials to support their pedagogical content knowledge related to teaching science with geospatial technologies. Results indicated that the educative curriculum materials supported science teachers’ professional growth related to their geospatial science pedagogical content knowledge during the curriculum enactment.
Updated: Jun. 26, 2013
Teachers’ Perspectives on the Effectiveness of a Locally Planned Professional Development Program for Implementing New Curriculum
This research project examined how elementary teachers in one Canadian school district were handling implementation of a new social studies curriculum over the 2009–10 school year, three to five years after they experienced a formal district-level program of professional development. The findings suggest that effective professional development needs to be based on teachers’ needs; involve active learning, collaboration and modeling; be supported by a culture of learning in schools; and considerate of teacher resistance to change.
Updated: Apr. 24, 2013
Pre-service Biology Teachers’ Perceptions on the Instruction of Socio-scientific Issues in the Curriculum
This paper represents a preliminary attempt to address the role of teachers in supporting students’ learning on socio-scientific issues by characterising pre-service biology teachers’ perceptions and adaptation of curriculum and identifying factors that serve to mediate this process. The results indicated that the teacher candidates perceived a need to address SSI positively. Pre-service teachers had moderate personal teaching efficacy beliefs related to teaching about SSI.
Updated: Mar. 24, 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 objective of this article was to describe collaboration of the collaborative action research participants in detail and describe what they have learned. The participants were fourteen secondary teachers who came from different regions of the Netherlands, three facilitators and an academic researcher. The findings suggest that participants contributed to the collaboration by investing time and effort (contextual conditions) and by staying open, taking each others’ opinions seriously and learning how to be critical without passing judgment (communicative conditions). The authors argue that successful collaboration that includes the knowledge and questions of the participants offers an open space for authentic learning through dialogue.
Updated: May. 22, 2012
This small-scale research study explores early career teachers' (ECTs) perceptions of factors shaping the quality of their early professional learning (EPL) experiences. Their perspective relating to curriculum change and its impact on EPL is considered. 14 early career secondary geography teachers in Scotland participated in this study. The data gathered indicate that departmental or faculty groupings can form the basis of post-induction support and play a crucial role in enhancing or constraining ECTs’ EPL and attitudes towards curriculum change.
Updated: Apr. 03, 2012