Challenges of Curriculum Planning and Achieving Learning Outcomes: A Case Study of Croatian Elementary School Teachers’ Experiences

Abstract

This paper aims to explore the experiences of first, fifth, and seventh grade teachers (N = 23) in competence-oriented teaching from one elementary school included in the implementation of an experimental curriculum reform program in the Republic of Croatia. Based on the qualitative case study approach, the analysis of teacher evaluation protocols considered teachers’ opinions in the context of achieving learning outcomes with the use of teaching activities and methods. The paper also analyzes teachers’ opinions about the required changes in the planning and implementation of the teaching process as well as their professional development. For the learning success to increase, it is important for teachers to emphasize with their competences the organization of pupil-centered activities in achieving learning outcomes that change the approach to the planning of teaching. The focus of contemporary teaching should be on problem solving, active involvement of pupils in the teaching process while respecting the pupils’ interests, experiences, needs, motivations, prior knowledge, and expression of creative abilities. The teaching process focuses on constructivist teaching and the conceptual approach using collaborative methods and forms of work, technology in teaching, formative evaluation, and innovative approaches, whose intensity and complexity varies in different circumstances.

Curriculum enablement and posthumanism: Pathways for creating and implementing a community development curriculum

“…The literature review highlighted that the PHA to curriculum design offers tremendous potential for curriculum enablement (Bayley, 2016;Pak et al, 2020). However, applying a post-humanist method to community development requires a change thoughts about humans and institutions by conceiving humans, including academics and students, as entwined with other beings (Zembylas, 2018;Čepić & Papak, 2021). Similar concerns are reflected by other scholars, such as (Erstad et al, 2021), who argue that faculties and departments are structured as discrete entities with their objects and methods of study.…”

“…And this is happening when there is little consensus in describing contemporary society as outrightly posthuman (Stone-Johnson & Hayes, 2021). As a result, a mid-point solution to this debate has seen some proponents arguing that curriculum design must be meaningfully adaptive to societal changes (Čepić & Papak, 2021). Therefore, this article also states that there is a need to rethink and introduce new approaches to curriculum development within the posthuman context.…”

Quasi-Professional Educational Environment in the Professional Training of Future Teachers

“…The specifics of teacher's work requires him to constantly self-assess his own achievements and selfimprovement (Cepic, & Pejic Papak, 2021;Lavonen, 2020;Matveeva et al, 2020;Sugrue, 2002;Zholudeva et al, 2022). For this reason, it is important to stimulate students' reflective activity during their studying at the university.…”

The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers’ Knowledge of Learning Skills

“…However, far too often, not enough attention is paid to developing these skills. This lack of attention may be caused by a packed curriculum, a strong focus on teaching subject content [1], or teachers having insufficient ability and experience to teach learning skills [2]. Teacher knowledge and teaching practices have been researched in different contexts for decades, involving the role of prior knowledge and practical experience, as well as the social and institutional context in learning [3].…”