A Theoretical Framework for Studying Teachers’ Curriculum Supplementation

Silver, Dan

doi:10.3102/00346543211063930

Cited by 14 publications

(4 citation statements)

References 102 publications

(172 reference statements)

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“…After being involved in the design for adopting OER, teachers would be more likely to take ownership of OER and have greater confidence when integrating it into their lessons. Furthermore, teachers' engagement with curricula and other high-quality materials used to design instructional activities could significantly enhance students' learning [55]. Therefore, facilitating teachers' experimentation using a design-based approach has been proposed as an effective way to increase their self-efficacy in adopting OER.…”

Section: Discussionmentioning

confidence: 99%

Does Teachers’ Intention Translate to Actual Usage? Investigating the Predictors of K-12 Teachers’ Usage of Open Educational Resources in China

Cai

Hua²,

et al. 2023

Sustainability

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Education stakeholders around the world have been promoting the use of open educational resources (OER) by K-12 teachers to improve the quality of classroom instruction. Prior research identified individual and contextual factors that influenced teachers’ use of OER yet ignored the factor of quality. The aim of this survey study was to investigate how three categories of factors (quality of OER, teacher-related factors, and school-related factors) influence teachers’ use of OER based on the framework of the integrative model of behavior prediction. Multiple regression analysis and structural equation modeling of survey data from 1398 Chinese teachers yielded unexpected findings that contradict the understanding of the issue as reported in the prior literature. That is, compared with the distal school-related factors, the distal OER-related factor is a stronger predictor of teachers’ use of OER. Among the proximal teacher-related factors, the effects of the two types of distal factors on teachers’ use of OER were positively mediated by their self-efficacy in using OER and negatively mediated by their intention to use and attitude toward using OER. This reflects how the salient features of the Chinese educational landscape may have distorted previously known factors conducive to teachers’ use of OER among scholars and practitioners worldwide. Recommendations for future improvement of teachers’ OER adoption in Chinese K-12 education are discussed.

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Section: Discussionmentioning

confidence: 99%

Does Teachers’ Intention Translate to Actual Usage? Investigating the Predictors of K-12 Teachers’ Usage of Open Educational Resources in China

Cai

Hua²,

et al. 2023

Sustainability

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“…In a later reflection, Remillard (2005) argued there was a lack of theorisation of teachers' curriculum development work, and this assessment remains current as witnessed by the descriptive nature of the studies of Sherin and Drake (2009) and Silver (2022). By introducing hermeneutic theory into the debate, there is potential to address Remillard's (2005) charge and build on the insights of earlier education researchers who recognised that reading and interpretation are crucial to what teachers do when they work with curriculum.…”

Section: Why Is Hermeneutics Rele Vant To the Study Of Curriculum Work?mentioning

confidence: 99%

“…Subsequent research that has followed Remillard's indications has also been limited by an interest in classifying observed processes rather than delving into the significance of reading, interpretation and meaning‐making. For example, Sherin and Drake's (2009) ‘curriculum strategy framework’ gives the reading process a key place and elaborates the attitudes teachers bring to their encounters with curriculum that lead to a spectrum of kinds of ‘adaptation’ (changing, omitting and creating), while Silver (2022) offers a ‘curriculum supplementation framework’ based on a systematic review to guide research into the growing phenomenon of teachers' use of to a range of internet‐based materials alongside official curriculum texts. Silver's framework distinguishes the reason for supplementation, the source, use pattern and supplement features.…”

Section: Why Is Hermeneutics Relevant To the Study Of Curriculum Work?mentioning

confidence: 99%

Curriculum work and hermeneutics

Hodge

2023

The Curriculum Journal

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The curriculum work of teachers is understood and conceptualised in different ways. A prevalent view is that teachers are an integral part of a system of transmission and their work with curriculum essentially a technical exercise. Some form of this view seems to be assumed by policymakers, parents and at least some teachers. However, when this same work is considered from the perspective of interpretation theory or ‘hermeneutics’, a contrasting picture emerges. Rather than positioning teachers as relays of explicit information, interpretation theory alerts us to the complexities and uncertainties inherent in the reading, appreciation and application of texts. On this view, meaning is not stable but transformed through interpretation, and the process itself has no definite end point. Interpretation theory thus undermines major assumptions of the technical‐transmission understanding of curriculum work. In this paper, the potential contribution of this body of theory to illuminating curriculum work is explored. Noting that hermeneutics is a vast area of study, a selection of concepts will be made that demonstrates some of these insights. The exploration will yield both critical and generative contributions to curriculum theory. The way hermeneutics undermines the transmission view of teachers' curriculum work will become clear, and at the same time, the inherent creativity of curriculum interpretation becomes an inescapable feature of teacher expertise that could be celebrated rather than neglected, denied or repressed. A hermeneutic analysis of curriculum work thus has implications for what teachers know and do and for their role in contemporary society.

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“…Untuk itu, satuan pendidikan dapat memberikan pengembangan kapasitas untuk memperkuat kemampuan pendidik dalam melaksanakan projek penguatan profil pelajar Pancasila. Pelatihan terhadap guru untuk meningkatkan kompetensi guru agar mampu tersentuh dampaknya kepada siswa (Silver, 2022). Sebagaimana pada kurikulum merdeka dalam pembelajaran intrakurikuler yang merujuk pada Capaian Pembelajaran yang disediakan Pemerintah harus benar-benar dipahami.…”

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Penerapan P5: Kolaborasi Pelajaran Ilmu Sosial Ekonomi Sains Dan Seni Budaya Pada Kurikulum Merdeka

Aditya¹

2023

AoEJ

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The purpose of this study was to find out the implementation of the independent curriculum for one of the private high schools in Pontianak City. The implementation of the independent curriculum at SMAS Kemala Bhayangkari builds the character and competence of students through strengthening the Pancasila student profile project (P5). The P5 embodiment collaborates Economics and Cultural Arts lessons in phase E (grade 10). The qualitative research method is descriptive type. Data collection techniques are observation, interviews and documentation. The results in this research are the application of the independent curriculum at SMAS Kemala Bhayangkari only in the lowest grade level, namely grade 10. The implementation of the independent curriculum was very different before its implementation, where the learning process of the independent curriculum dominantly used project activities by students. SMAS Kemala Bhayangkari only uses 3 projects, including Unity in Diversity, Entrepreneurship and Building Soul and Body. Each project has outcomes in the form of knowledge and creative work or practice. The implementation of the project has an impact on schools, teachers and students. The impact is that students are more active, teachers are more innovative and schools are always ready to conduct training and upgrade teacher knowledge.

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A Theoretical Framework for Studying Teachers’ Curriculum Supplementation

Cited by 14 publications

References 102 publications

Does Teachers’ Intention Translate to Actual Usage? Investigating the Predictors of K-12 Teachers’ Usage of Open Educational Resources in China

Does Teachers’ Intention Translate to Actual Usage? Investigating the Predictors of K-12 Teachers’ Usage of Open Educational Resources in China

Curriculum work and hermeneutics

Penerapan P5: Kolaborasi Pelajaran Ilmu Sosial Ekonomi Sains Dan Seni Budaya Pada Kurikulum Merdeka

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