Predispositions, participatory roles and perceptions of teachers, principals and community members in a collaborative curriculum planning process

Kimpston, Richard D.; Rogers, Karen B.

doi:10.1080/0022027880200405

Cited by 4 publications

(5 citation statements)

References 12 publications

(14 reference statements)

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“…Creating a better fit between the planned curriculum and the context of work-teachers are aware of the context, the needs and problems of their students, and assess the potential of curricular ideas and materials for their classrooms (Johnson, 1993;Kimpston & Rogers, 1988;Skilbeck, 1998).…”

Section: Teachers As 'Curriculum Makers'mentioning

confidence: 99%

“…Teachers' willingness to take part in school decision-making depends on the kind of decision they are asked to make, the amount of expertise they perceive as asked of them, and the degree to which they actually influence the final decision (Kimpston & Rogers, 1988). But according to Young (1985), writing at the heyday of the school-based curriculum development wave (see section 2.1.3), teachers prefer the translation of curriculum into instruction-giving form to the concrete class activities and not discussing curriculum at the school level.…”

Section: Teachers As 'Curriculum Makers'mentioning

confidence: 99%

“…Although it is important to define the focus of the team and create common experiences, it seems that the initial predispositions teachers have towards curriculum work directly affects the perception of the process and product to be created (Kimpston & Rogers, 1988). Accordingly, much should be invested in the introduction and preliminary stages of such initiatives to make the goals of the team clear and to explore how they relate to the predisposition of teachers.…”

Section: Guidelines For Collaborative Curriculum Development Processmentioning

confidence: 99%

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Collaborative curriculum development in teacher design terms

Handelzalts

168

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After all is said and done, and the dissertation is as good as ready (although the work is never done), many doctoral candidates, feeling that they are no longer bound by the strict rules of academic writing, try on the literary shoe, striving to write a "creative" forward. Unfortunately, many of them, me included, were not blessed with the literary talents they would have liked to possess. Therefore I will try to keep my Thank-You's short and to the point:First and foremost, I wish to thank all the teachers and school-leaders who allowed me to observe their practice. They also took the extra time to explain to an outsider how they think and work in the context of curriculum reform. Jan van den Akker and Nienke Nieveen have created an atmosphere of critical academic discussion, which allowed me much space to spread my academic wings. Jan always had a welcome new insight to offer when I was at loss about various issues. Both in the professional and personal conversations Nienke and I have had during the process, she has proven to be a true reflective practitioner and a real friend.The colleagues in the department of Curriculum Design and Educational Innovation at the University of Twente offered me stimulating professional and social support. Sandra Schele, in her effortless ways, made sure that the collection of words, sentences and paragraphs I delivered has been made into a presentable book. Friends, both in Israel and in the Netherlands, have indulged me when I was complaining and offered a sometimes more than welcome distraction from the trials and tribulations of the research process. Rosemarie Frijda-Bouman and her family have made my landing in the Netherlands very soft indeed. They have been a surrogate family away from home, with all its implications.My family in Israel, despite the physical distance, was always there for me. My parents, Judith and Michael, have always provided me all the intellectual chances and stimulation, together with unconditional emotional support. If I prove to be half the parent they both are, I will die a happy man. My partner in life, Anne, your patience seems unlimited. I can be pretty unbearable sometimes and you always know how to handle it. Thank you for giving me the time and space in the past few months of hard work. In you I have found a life mate to explore the world and hope to grow very very old with. Noa and Tamar, you have enriched my life in so many ways. You offered welcome distraction after a long day at the computer. But more than all, you have put things in perspective for me when I was in danger of forgetting the right priorities. I look forward to our Mondays together.I probably forgot many others that have in one way or another contributed to the whole process. Please forgive me.At the close of this five year process I look back with much satisfaction, but also with a measure of critical reflection. I hope to apply the lessons I have learnt in the years to come, both in the academy and in the educational practice.Adam Handelzalts i TABLE OF CONTENTS LIST OF...

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Section: Teachers As 'Curriculum Makers'mentioning

confidence: 99%

Section: Teachers As 'Curriculum Makers'mentioning

confidence: 99%

Section: Guidelines For Collaborative Curriculum Development Processmentioning

confidence: 99%

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Collaborative curriculum development in teacher design terms

Handelzalts

168

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“…Ou seja, um grupo de pessoas discute e idealiza o documento e outros ficam com a tarefa de implementá-lo. Pesquisadores (STENHOUSE, 1975;KIMPSTON; Paulo Sérgio GARCIA Avaliação da participação de professores na construção do currículo de ciências: fatores intervenientes no condicionamento dos avanços.…”

Section: Introductionunclassified

“…106 ROGERS, 1988;GARRETT, 1990) já enfatizam, há tempos, que os professores são as pessoas e os recursos mais indicados para o desenvolvimento e a implantação do currículo.…”

Section: Introductionunclassified

Avaliação Da Participação De Professores Na Construção Do Currículo De Ciências: Fatores Intervenientes No Condicionamento Dos Avanços

Garcia

2017

e-Curriculum

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RESUMOA tradição brasileira sinaliza que a construção do currículo, na imensa maioria das vezes, recorreu à atuação de consultores e especialistas em educação perfazendo um trabalho centralizado, prescritivo e vertical. Aos professores restou a opção de colocá-lo em prática. No entanto, existem algumas experiências da participação dos professores na elaboração do currículo. Este estudo analisa a participação de professores, em termos de possibilidades e limitações, na construção do currículo de ciências para as escolas públicas de Ensino Fundamental de uma das cidades mais ricas do Brasil. Trata-se de investigar o que podemos aprender com esse processo, considerando a falta de tradição nesse tipo de atuação no Brasil. Em 2013, especialistas em educação, diretores, coordenadores pedagógicos e professores participaram juntos dessa construção. A abordagem qualitativa, pesquisa-ação, orientou a coleta de dados que aconteceu por meio de entrevistas e observações realizadas com professores do Ensino Fundamental, anos finais, em um período de seis meses. Os resultados revelaram que a participação docente, com intensidades diferentes, induziu à formação e à colaboração que, no entanto, foram condicionadas por fatores intervenientes, tais como a falta de tempo, de apoio e de conhecimentos sobre o contexto. A compreensão do sentido da participação na construção do currículo fornece pistas importantes para os cursos de formação de professores, para os formadores e para os gestores escolares, que podem utilizar esses dados para preparar espaços destinados, entre outras coisas, à formação continuada. Palavras-chave:Currículo. Ensino fundamental. Professores de Ciências.

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The introduction of school-based curriculum development in a centralised education system: A possible tactic

Garrett

1990

International Journal of Educational Development

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Predispositions, participatory roles and perceptions of teachers, principals and community members in a collaborative curriculum planning process

Cited by 4 publications

References 12 publications

Collaborative curriculum development in teacher design terms

Collaborative curriculum development in teacher design terms

Avaliação Da Participação De Professores Na Construção Do Currículo De Ciências: Fatores Intervenientes No Condicionamento Dos Avanços

The introduction of school-based curriculum development in a centralised education system: A possible tactic

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