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oapen-20.500.12657-228722024-03-22T19:23:33Z Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning Pieters, Jules Voogt, Joke Pareja Roblin, Natalie Education Curriculums (Courses of study) Education—Curricula Teaching Educational technology International education Comparative education Professional education Vocational education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNR Careers guidance::JNRV Industrial or vocational training thema EDItEUR::J Society and Social Sciences::JN Education::JNV Educational equipment and technology, computer-aided learning (CAL) This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation. 2020-03-18 13:36:15 2020-04-01T08:54:34Z 2020-04-01T08:54:34Z 2019 book 1007289 http://library.oapen.org/handle/20.500.12657/22872 eng application/pdf n/a 1007289.pdf https://www.springer.com/9783030200626 Springer Nature 10.1007/978-3-030-20062-6 10.1007/978-3-030-20062-6 6c6992af-b843-4f46-859c-f6e9998e40d5 424 Cham open access
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This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.
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