From Curriculum Design to Program Implementation: Filling in the Gaps

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Studies in International Education Pub Date : 2023-02-08 DOI:10.5296/jse.v13i1.20721
Nancy Maynes, B. Hatt, Jennifer Straub
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Abstract

The purpose of this paper has been to reflect on the design and implementation of the four-term ETEP teacher education program that was introduced in Faculties of Education across Ontario in 2017 to reflect the legislation that mandated a longer teacher preparation experience through Ontario Regulation 347/02 (as revised Dec. 1, 2014 - Aug. 31, 2015). Predictably each program across the province proceeded with different program structures within the mandated framework, addressed special features of their program differently, and incorporated different features into the resulting program. In this paper, we explore how rushed implementation resulted in gaps in design and implementation of a program; we examined these gaps and circumstances that led to them in the context of historical labour disruption, and structural changes in the management of the university. These gaps are attributed to a variety of factors. The major contribution of this paper includes a series of models for curriculum design and implementation specific to the design of the ETEP, but useful for curriculum design and implementation in any context. We propose that opportunities to re-engage in the program design process in a fulsome, visionary way to take advantage of the input we have had from faculty, teacher candidates, and associate teachers over the first years of the new approach to teacher certification in the province should be considered.
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从课程设计到课程实施:填补空白
本文的目的是反思四学期ETEP教师教育计划的设计和实施,该计划于2017年在安大略省的教育学院推出,以反映安大略省法规347/02(2014年12月1日至2015年8月31日修订)中要求更长的教师准备经验的立法。可以预见的是,全省的每个项目都在授权框架内采用不同的项目结构,以不同的方式处理其项目的特点,并将不同的特点纳入最终的项目中。在本文中,我们探讨了匆忙实施如何导致计划设计和实施中的差距;我们检查了这些差距和环境,导致他们在历史上的劳动力中断,以及大学管理的结构性变化的背景下。这些差距是由多种因素造成的。本文的主要贡献包括一系列针对ETEP设计的课程设计和实施模型,但对任何背景下的课程设计和实施都很有用。我们建议,应该考虑以一种富有远见的方式重新参与课程设计过程,以利用我们在全省教师认证新方法的头几年里从教师、教师候选人和助理教师那里得到的意见。
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来源期刊
Journal of Studies in International Education
Journal of Studies in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
8.30%
发文量
30
期刊介绍: To broaden the discourse on the role of international cooperation and exchange in developing the human capacity to work in a global setting, the Journal of Studies in International Education provides a forum combining the research of scholars, models from practitioners in the public or private sector, and essays. The journal publishes research, essays, and reviews on international education. Articles place issues at the primary, secondary, higher education, professional exchange, and lifelong learning levels in a global context. Topics include: study abroad; curriculum reform; faculty development; and development assistance. Articles on related topics such as public policy and internationalization strategies also appear in the Journal.
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