Curriculum development for teacher education in the Southern Philippines: A simultaneous process of professional learning and syllabus enhancement

Zeegers, Yvonne

doi:10.1016/j.ijedudev.2011.01.015

Cited by 12 publications

(22 citation statements)

References 9 publications

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“…The class was not appropriate for seven different groups to study effectively due to the setting and size. Several studies on school-based curriculum development practices (Akrom, 2015;Maphosa & Mutopa, 2012;Özyurt, 2015;Zeegers, 2012) concluded that a lack of physical opportunities, as well as insufficient time and sources, was another problem impeding school-based innovations, which is also parallel to the results of the current study, just like those relating to class time and seating layout. For this reason, it is significant to provide physical environments conducive to efficient use of instructional methods.…”

Section: Discussionsupporting

confidence: 70%

“…In other research efforts on school-based practice, one of the main problems negatively influencing school-based curriculum development endeavors was lack of knowledge, skills, experience, and enthusiasm on part of the teachers who undertook the responsibility to develop the curriculum (Akrom, 2015;Li, 2006;Maphosa & Mutopa;2012;Zeegers, 2012). Yet, no such problem was identified for the present study -implementation of school-based approach at a higher education level.…”

Section: Discussionmentioning

confidence: 99%

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A School-Based Curriculum Development for the Teaching Principles and Methods Course/Izrada školskog kurikula za kolegij Nastavna načela i metode

Uyar

Doğanay

2018

Croatian Journal of Education

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The purpose of this study is to develop a school-based curriculum for the Teaching principles and methods course. The study was designed as action research. In this context, the implementation process was carried out in a 14-week period with the participation of 36 sophomore students taking the Teaching principles and methods course at a State University, Faculty of Education, Department of Classroom Teaching, in the fall semester of the academic year 2014/2015. Observations, interviews and document analysis were used to collect data. According to the findings, it was observed that the problems encountered in the implementation process were mainly associated with the insufficiency of the time allocated to the course for all learning outcomes in the guideline draft that directed the action plans, the functional implementation of peer assessment process, and the seating arrangement within the group. Most of these problems were tackled in the action research process so that the difficulties that students had during the course decreased, while the number of participants who found the implementations satisfactory increased.

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Section: Discussionsupporting

confidence: 70%

Section: Discussionmentioning

confidence: 99%

A School-Based Curriculum Development for the Teaching Principles and Methods Course/Izrada školskog kurikula za kolegij Nastavna načela i metode

Uyar

Doğanay

2018

Croatian Journal of Education

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“…Diğer boyut ise bu amaca hizmet eden eğitim-öğretim işlevinin etkili bir şekilde yerine getirilmesidir (Brown & Atkins, 1988;Deggs, 2005;Donnely, 2008;Kürüm, 2007;Murray & Holmes, 1997). Nitelikli işgücünün topluma kazandırılmasını amaçlayan eğitim-öğretim faaliyetleri üst düzey öğrenmeyi hedeflemekte, bu çalışmaların farklı disiplinler arasında bağ kuran, işbirliğine dayanan dinamik bir yapıda gerçekleştirilmesi gerektiği ifade edilmektedir (Dentith, Miller, Jackson & Root, 2010;Shapiro, 2003;Wolf, 2007;Zeegers, 2012). Bu yapı içerisinde yükseköğretim kurumlarının devam eden bir süreç içerisinde eğitim programlarını kavramsallaştırmaları, tasarlamaları, uygulamaları ve programların etkililiğini değerlendirerek geliştirmeleri gerektiği belirtilmektedir (Mentkowski vd., 2000).…”

Section: Discussionunclassified

Teaching Competencies in Higher Education: A Needs Analysis Study Regarding to Develop Instructional Planning and Evaluation Course

Doğanay

Uyar

2019

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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The aim of this study was to conduct a needs analysis regarding to develop Instructional Planning and Evaluation in course. This study was based on case study design. Eight research assistants and two instructors participated in this study. Interview method was used in data collection and inductive content analysis approach was adopted in data analysis. The result of the analysis identified that goals, content, learning-teaching and measurement-evaluation processes of instructional planning and evaluation course did not completely meet the needs and expectations of research assistants. It was seen that this situation resulted from content and implementations that were not integrated into higher education and field-specific situations.

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“…Zeegers [27] indicates an important part of any course and should be a syllabus "enhancement". Caro, et al, [28] describe a semester long project for a course in a business course.…”

Section: Project Learningmentioning

confidence: 99%

Communication Science Based Public Administration Course Content: DME Concept Mapping Approach

Hall¹

2018

SJEDU

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Faculty face a number of challenges in the classroom when delivering course material. The challenges include student ways of learning, student sense making of the material, and cognitive load in the minds of the students as they try to integrate the course with what they know and what they need to learn. An instructor's style is also a major ingredient in delivering course material. Communication science combined with Distance Magnitude Estimation (DME) can be a tool for faculty in working with these and other challenges. The article presents an actual DME based map and then illustrates how the map can be incorporated into building a course and refining its delivery. The article also shows how the DME map can add to assessment of student learning.

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Curriculum development for teacher education in the Southern Philippines: A simultaneous process of professional learning and syllabus enhancement

Cited by 12 publications

References 9 publications

A School-Based Curriculum Development for the Teaching Principles and Methods Course/Izrada školskog kurikula za kolegij Nastavna načela i metode

A School-Based Curriculum Development for the Teaching Principles and Methods Course/Izrada školskog kurikula za kolegij Nastavna načela i metode

Teaching Competencies in Higher Education: A Needs Analysis Study Regarding to Develop Instructional Planning and Evaluation Course

Communication Science Based Public Administration Course Content: DME Concept Mapping Approach

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