A Concept Model for Optimizing Contact Time in Geography Teacher Training Programs

Teaching and learning together: Making space for curriculum negotiation in higher education

“…The use of curriculum negotiation in this case was aligned clearly with key principles of teaching and learning that make it effective in academic settings. In South Africa a study reporting on a concept model for geography teacher training programmes illustrated the positive learning environment that was created when students were empowered to take responsibility for their own learning (Golightly et al, 2006). Other studies which have looked at the attitudes of students towards student-centred learning in the tertiary sector have also reported that attitudes to this approach are very positive, although some concern was expressed as to whether current resources could support and maintain such an approach (Lea, Stephenson, & Troy, 2003).…”

“…In occasional reports of the use of curriculum negotiation in higher education, the results have been positive and benefits for student learning have been noted (Brew & Barrie, 1999;Golightly, Nieuwoudt, & Richter, 2006;Knowles, 1975;McRae & Edwards, 2010;Shawer, Gilmore, & BanksJoseph, 2009;Tatnall & Davey, 2002;Thornton & Chapman, 2000). However, constraints due to class sizes, funding limits, workload of lecturers, and lack of teaching expertise, mean the curriculum content tends to be delivered via a transmission mode in many tertiary courses, giving little or no opportunity for students to have input into the curriculum they receive (Ramsden, 1993).…”