Developing curriculum desing expertise through teacher design teams

Huizinga, Tjark

doi:10.3990/1.9789036537698

Cited by 13 publications

(18 citation statements)

References 98 publications

(380 reference statements)

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“…As the study presented limited itself to the preparation year, few significant implementation activities were documented. Findings from other research (Huizinga, 2014) do point to the potential catalytic effect of implementation. During implementation, teachers come across issues they did not foresee or activities that turn out other than expected.…”

Section: Discussionmentioning

confidence: 89%

Collaborative Curriculum Development in Teacher Design Teams

Handelzalts

2019

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

124

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A strategy secondary schools in the Netherlands apply to realize educational curriculum reform is organizing teams of teachers that are responsible for specific curricular domains. The study reported in this chapter aimed at describing the development of such teacher teams in lower secondary education, the type of curriculum design activities they undertake in the context of a school-based reform ambition, and ways to support their efforts. Teacher design teams in two different schools were followed during their first year of collaboration. Their activities were documented, teachers were interviewed and observed and (curriculum) documents produced by teacher design teams were collected and analyzed. This systematic documentation process and the perspective of the practitioners formed the basis for identifying activities and conditions that had a special (positive or negative) function for the teams. These activities and conditions will be presented and discussed.

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Section: Discussionmentioning

confidence: 89%

Collaborative Curriculum Development in Teacher Design Teams

Handelzalts

2019

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

124

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“…As Van den Akker (2003) stipulated, curriculum development is: "…usually a long and cyclic process with many stakeholders and participants in which motives and needs for changing the curriculum are formulated; ideas are specified in programs and materials; and efforts are made to realize the intended changes in practice" (p. 2). However, research on teachers' collaborative curriculum design has shown that the analysis phase is often underestimated or skipped when teachers collaboratively design curriculum (e.g., Handelzalts, 2009;Huizinga, 2014). For that reason, this study focuses on the first step of a collaborative curriculum design process, the context and needs analysis.…”

Section: Designing For Curriculum Qualitymentioning

confidence: 99%

Improving Student Internship Through Collaborative Curriculum Design: Needs and Context Analysis to Inform the Design Process

Akomaning

2019

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

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The main aim of the study reported in this chapter was to contribute to an improved curriculum for student internship through the involvement of major stakeholders (teachers, industry and students) in the collaborative design of curriculum materials. This chapter focuses on a needs analysis that was carried out to analyse the stakeholders’ perceptions of the links between the tertiary educational institutions and the hospitality industry. The results of the needs analysis informed the design team and served as a first step in the design process.

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“…Several doctoral dissertations on the TDT approach have been conducted (cf. Bakah, 2011Handelzalts, 2009Huizinga, 2014), and a number of other studies regarding TDTs have been published (see overviews in, for example, Huizinga, Handelzalts, Nieveen, & Voogt, 2014, and this volume).…”

Section: Trends In Tdt Approachesmentioning

confidence: 99%

Teacher Design Teams for School-Wide Curriculum Development: Reflections on an Early Study

Handelzalts

Nieveen

Akker

2019

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

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This chapter reports and reflects upon an early study on the potential of teacher design teams as a means for school-wide curriculum development. To do so, the chapter provides the rationale behind teacher design teams together with experiences and findings from a school site where such teacher design teams were active in the redesign of their local curriculum. Here, teacher collaboration was seen as essential to bridge the gap between the work of individual teachers (within their own subjects and classrooms) and school-wide curriculum renewal aspirations. The chapter ends with discussion of several conclusions and recommendations for schools and teachers that aim to pursue such a teacher design team scenario.

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Developing curriculum desing expertise through teacher design teams

Cited by 13 publications

References 98 publications

Collaborative Curriculum Development in Teacher Design Teams

Collaborative Curriculum Development in Teacher Design Teams

Improving Student Internship Through Collaborative Curriculum Design: Needs and Context Analysis to Inform the Design Process

Teacher Design Teams for School-Wide Curriculum Development: Reflections on an Early Study

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