Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

The Nile on eBay   Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning by Jules Pieters, Joke Voogt, Natalie Pareja Roblin

Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Publisher Description

This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change.Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.

Back Cover

This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.

Author Biography

Jules Pieters is professor-emeritus of Applied Psychology at the University of Twente, The Netherlands. He chaired the Department of Curriculum Design and Educational Innovation, University of Twente. He was involved in research projects on inquiry and collaboration in professional knowledge development of teachers, on co-designing of curriculum materials and learning environments by teachers in teacher design teams, on psychological design, and on knowledge dissemination.Joke Voogt is professor of ICT and Curriculum at the University of Amsterdam and professor of Educational Innovation and ICT at Windesheim University of Applied Sciences in the Netherlands. Her areas of expertise are curriculum innovation and teacher learning, in particular related to 21st century skills and the integration of technology in education. She is co-editor of the International Handbook of Information Technology in Primary and Secondary Education (2008, 2018) and co-founder and chair of the EDUsummIT, the international Summit for research, policy and practice on technology in education.Natalie Pareja Roblin is working as Senior Researcher at the Higher Education Research and Innovation Group of the Amsterdam University of Applied Sciences, where she studies the integration of research in the curriculum of higher (vocational) education. Her research interests include curriculum design, teacher professional development, and research-practice partnerships.

Table of Contents

Foreword.- Section One: Setting the Scene for Curriculum Innovation.- Section Two: Analysis.- Section Three: Design and Implementation.- Section Four: Impact on Students, Teachers and Institutional Practices.- Section Five: Sustainability of Curriculum Innovations.- Section Six: Conclusions and Perspectives. 

Feature

Provides an international perspective on common educational challenges Poses sustainable curriculum innovation from a teacher as learner perspective Presents teacher design teams as a pivotal and strong engine in teachers' professional development Open Access

Details ISBN3030200612 Year 2019 ISBN-10 3030200612 ISBN-13 9783030200619 Format Hardcover Pages 424 Publication Date 2019-10-01 Language English DOI 10.1007/978-3-030-20062-6 UK Release Date 2019-10-01 Edition 1st Imprint Springer Nature Switzerland AG Place of Publication Cham Country of Publication Switzerland Author Natalie Pareja Roblin Illustrations 13 Illustrations, black and white; XII, 424 p. 13 illus. Publisher Springer Nature Switzerland AG Edition Description 1st ed. 2019 Alternative 9783030200640 Edited by Natalie Pareja Roblin DEWEY 375.001 Audience Professional & Vocational We've got this

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