Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training

Shawer, Saad

doi:10.1016/j.tate.2016.12.017

Cited by 99 publications

(101 citation statements)

References 47 publications

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“…The new curriculum needs input to see coherence between curriculum content. This coherence is intended as how integration, relevance, and relevance between curriculum content has been developed [5].…”

Section: Applying New Curriculum Through Workhopmentioning

confidence: 99%

Curriculum Development Procedure in Unswagati Cirebon

Khaerudin¹,

Maulina²

2019

Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018)

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This research aims to get an overview of the procedures for curriculum development in University of Gunung Jati (Unswagati) Cirebon. Presidential Regulation Number 08 of 2012 raises the demand for graduates to have certain qualifications. Kerangka Kualifikasi Nasional Indonesia (KKNI) regulates the ability and skill qualifications of each graduate at every level of education. The method used is descriptive research. The data gained are from 18 study programs in Unswagati. This research finding are; 1) development of competency-based curricula and KKNI-oriented; 2) stages of curriculum development which include; a. preliminary studies in the form of needs analysis and feasibility studies, graduate tracking studies and curriculum evaluation, b. new curriculum design, c. Manifestation of the new curriculum through workshops, and d. new curriculum implementation.

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Section: Applying New Curriculum Through Workhopmentioning

confidence: 99%

Curriculum Development Procedure in Unswagati Cirebon

Khaerudin¹,

Maulina²

2019

Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018)

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“…Moreover, the other teacher training, teaching experience, and teacher content and teaching styles were significant motives behind classroom-level curriculum developments. Other factors include curriculum policy in terms of curriculum content, pedagogical and assessment orientations, teacher curriculum development opportunities, and teacher's soft skills (Shawer, 2017). In his research, Liaw (2009) states that the greatest benefit of teacher preparation programs is field-related training where preservice teachers contextualize the learned knowledge and theories with tasks and students during training.…”

Section: Vocational School Teachers' Readiness…mentioning

confidence: 99%

Vocational school teachers’ readiness in implementing Curriculum 2013 revised edition in Cilacap Regency

Saputra

Nuchron

2019

jpv

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The purpose of this research is to reveal the factors that influence vocational school teachers’ readiness to implement curriculum 2013 revised edition in Cilacap regency. The factors are 1) principals’ leadership toward the teachers’ readiness, 2) the impact of teachers’ professionalism toward teachers’ readiness, 3) the impact of the teachers’ training. This research is an ex-post facto research. The method of collecting data used in this research is the mix method. The data was collected by using questioner and interview and then, analyzed by applying statistics descriptive counts mean of the percentage. To confirm the hypotheses, this study used multiple linear regression. The result of the research showed that: (1) principals’ leadership affect teachers’ readiness in the amount of 8.4%, (2) teachers’ professionalism impact the teachers’ readiness in amount of 17.7%, (3) teachers’ training impact teachers’ readiness in amount of 24.1%, and (4) principals’ leadership, professionalism, and teachers’ training simultaneously, affect teachers’ readiness and it is proved by Fcalculate in the amount of 5,403 and significant value (p = 0,001 < 0,05). It meant that the whole result of the three free-variables affects the teachers’ readiness significantly in implementing curriculum 2013 revised edition at vocational school in Cilacap.

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“…Assim, professores devem empregar diferentes estilos para atender a diferentes necessidades (Shawer, 2017). Desta forma, utilizar diferentes estratégias de ensino que desenvolvam capacidades cognitivas e comportamentais variadas é uma boa abordagem.…”

Section: Capacitação Docente Em Eadunclassified

“…Na capacitação docente, as capacidades cognitivas incluem, por exemplo, conhecimento subjetivo, habilidades e conhecimentos curriculares. Por outro lado, as capacidades ____________________________________________________________________________________________ V. 15 Nº 1, julho, 2017____________________________________________________________ comportamentais estão relacionadas a aspectos afetivos, capacidade de resolução de problemas, liderança, trabalho em grupo e capacidade de raciocínio (Shawer, 2017).…”

Section: Capacitação Docente Em Eadunclassified