Managing Teaching and Learning for Curriculum Change Implementation in Colleges of Education: A Case of David Livingstone College of Education, Zambia

Kukano, Crispin; Hapompwe, Chrine C.; Silavwe, Dennis Chonya

doi:10.29322/ijsrp.10.05.2020.p10176

Cited by 3 publications

(4 citation statements)

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“…The results of this study strengthen (Kukano et al, 2020) research in a top-down approach to curriculum change, usually referring to innovations that have been developed by groups of experts or centralized bodies outside of madrasas in the hope that madrasas will adopt the changes. The top-down approach provides the package with solid links to objectives, content, and assessment (Macdonald, 2004).…”

Section: Curriculum Diversification Approachsupporting

confidence: 59%

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Zaini¹,

Wahib²

2022

Al-Hayat J. Islamic. E.

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Section: Curriculum Diversification Approachsupporting

confidence: 59%

“…The effort required to find a satisfactory solution has failed to motivate some teachers and alienated some teachers. Others participate in curriculum improvement (Kukano et al, 2020). Thus, a partnership from outside the foundation is needed.…”

Section: Curriculum Diversification Approachmentioning

confidence: 99%

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Zaini¹,

Wahib²

2022

Al-Hayat J. Islamic. E.

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“…Thus, students apply knowledge and skills within a meaningful context and not in a restricted manner as in the subject based curriculum (Udvari-Solner and Thousand, 2016). Furthermore, Kukano, Hapompwe and Silavwe (2020) argue that there has never been a more pressing need than in the twenty-first century for teachers to engage the curriculum through ongoing professional development. High-quality educators who possess the necessary information, abilities, and attitudes are needed for this.…”

Section: Figure 1 Continuum Of Integrationmentioning

confidence: 99%

Teachers’ Perceptions and Strategies on the Integrated Early Childhood Education Curriculum in Serenje District of Zambia

Chewe,

Nyimbili,

Mwinsa

2023

EJCEEL

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The aim of this study was to establish perceptions of early childhood teachers on integrated curriculum and strategies they can use to improve integrated planning in early childhood centers in primary schools of Serenje District. The study used a phenomenological design on a sample of twelve participants. The study collected data using interviews, classroom observations and document analysis that was analysed thematically. The study found that ministry of education curriculum policy for early childhood education did not support teacher perceptions on integrated curriculum, early childhood teachers positively perceived integrated curriculum, curriculum integration and teachers used integrated curriculum as an alternative to facilitate holistic learner development. The study recommended that the Ministry of Education and its stakeholders work together to revise provisions of the early childhood pedagogical policy guidelines so that it reflects integrated approaches in order to efficiently facilitate the holistic learning through play process of early childhood learners.

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“…In the 2013 curriculum, the teacher's role has changed. Where the teacher no longer presents the material in detail and only provides observations of the subject; after that, students look for information in books or teaching materials and compile it themselves (Kukano et al, 2020); (Ikhwan et al, 2020); (Suprapto et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Development of Interactive Teaching Materials Based on Articulate Storyline Software

Toni,

Tobroni,

Faridi

et al. 2024

Al-Hayat J. Islamic. E.

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This development research aims to analyze learning media to create Islamic education teaching media with interactive media with the help of Articulate Storyline Software. Using research and development methods with qualitative and quantitative approaches, this research was conducted at SMAN 12 Berau as a subject and a test tool for the teaching media. The use of ADDIE as a procedure and guideline for developing teaching media. Data collection techniques by distributing surveys to test subjects and a series of formative assessments. The analysis technique uses qualitative and statistics. The results of the analysis of the development of these teaching materials are in the form of software products or Electronic Student Book (BSE) applications. The teaching material is suitable for use based on test results and analysis, which explains the survey results of design experts are 86%, media experts give a percentage of 87%, and materials experts consider 80%. Due to the development of teaching materials, Articulate Storyline Software can be easily used via a cellphone or laptop with an attractive appearance so that students will efficiently operate and learn by utilizing the application.

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Managing Teaching and Learning for Curriculum Change Implementation in Colleges of Education: A Case of David Livingstone College of Education, Zambia

Cited by 3 publications

References 0 publications

Untitled

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Teachers’ Perceptions and Strategies on the Integrated Early Childhood Education Curriculum in Serenje District of Zambia

Development of Interactive Teaching Materials Based on Articulate Storyline Software

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