Curriculum is generally understood to be that which defines what should be taught and learned in an education system, and the activities and experiences related to this. Curriculum reform and development is a trend globally as nations and states, and their education departments seek to deliver future focused curricula to meet the challenges and needs presented in the 21st century. This article explores some of the definitions of curriculum and the place of knowledge in a curriculum. This sets the basis for discussing curriculum reform and development globally. This is demonstrated in the global trend of curriculum change from curricula where knowledge is seen as specific subject facts, learned through transmission by the teacher to curricula where knowledge for application and problem solving is valued, acquired through a learning process of self-regulation and collaboration. This enables the authors to identify challenges and processes in curriculum reform or development projects. The article discusses curriculum reform in many countries to improve quality of schooling and the production of human capital, has resulted in a policy shift away from content-based curricula towards outcomes-based curricula, with an inclusion of skills and values, and learner-centred pedagogies.
{"title":"Global Trends in Curriculum Reform and Development","authors":"B. Mitchell, Clare Gordon Buntic","doi":"10.7459/ct/38.1.03","DOIUrl":"https://doi.org/10.7459/ct/38.1.03","url":null,"abstract":"Curriculum is generally understood to be that which defines what should be taught and learned in an education system, and the activities and experiences related to this. Curriculum reform and development is a trend globally as nations and states, and their education departments seek\u0000 to deliver future focused curricula to meet the challenges and needs presented in the 21st century. This article explores some of the definitions of curriculum and the place of knowledge in a curriculum. This sets the basis for discussing curriculum reform and development globally. This is\u0000 demonstrated in the global trend of curriculum change from curricula where knowledge is seen as specific subject facts, learned through transmission by the teacher to curricula where knowledge for application and problem solving is valued, acquired through a learning process of self-regulation\u0000 and collaboration. This enables the authors to identify challenges and processes in curriculum reform or development projects. The article discusses curriculum reform in many countries to improve quality of schooling and the production of human capital, has resulted in a policy shift away\u0000 from content-based curricula towards outcomes-based curricula, with an inclusion of skills and values, and learner-centred pedagogies.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43036132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drawing on an ecological approach to teacher agency, this empirical study investigated the dynamic interplay between teachers and the environment which emerges as teachers enact their professional agency in curriculum design. The dataset comprises semi-structured interviews with 15 Korean secondary English teachers. The findings from the thematic analysis indicate that teacher agency is achieved through the dynamic interplay between teachers and different ecosystems: micro-, meso-, exo-, macro- and chronosystem. This study concludes with practical and theoretical implications as well as suggestions for future research.
{"title":"An Ecological Approach to Teacher Agency in English Curriculum Design at Korean Secondary Schools","authors":"Wook Namgung, J. Moate, Maria Ruohotie-Lyhty","doi":"10.7459/ct/38.1.05","DOIUrl":"https://doi.org/10.7459/ct/38.1.05","url":null,"abstract":"Drawing on an ecological approach to teacher agency, this empirical study investigated the dynamic interplay between teachers and the environment which emerges as teachers enact their professional agency in curriculum design. The dataset comprises semi-structured interviews with 15\u0000 Korean secondary English teachers. The findings from the thematic analysis indicate that teacher agency is achieved through the dynamic interplay between teachers and different ecosystems: micro-, meso-, exo-, macro- and chronosystem. This study concludes with practical and theoretical implications\u0000 as well as suggestions for future research.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48503242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Notes and Comments","authors":"Joseph Zajda","doi":"10.7459/ct/38.1.01","DOIUrl":"https://doi.org/10.7459/ct/38.1.01","url":null,"abstract":"","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136350423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Charmaine Bonello, Rose Anna Camilleri, Charmaine Attard
In 2018, the state Kindergarten sector in Malta (3-5 years) was influenced by the shift from a prescriptive to an emergent curriculum, and the increasing use of eTwinning - a particular scenario that is research-worthy. Through one narrative inquiry of a Kindergarten educator who decided to ‘marry’ the emergent curriculum and eTwinning in practice, this paper aims to systematically track down the educator’s experience of this integration. Findings indicate initial and ongoing challenges overshadowed by sustained success through the synergy created from the philosophically fused emergent curriculum and the eTwinning concept. This study conceptualises the birth of an innovative approach and surfaces a rediscovery of Froebel’s 19th-century Kindergarten.
{"title":"The Emergent Curriculum ‘Marries’ eTwinning in the Early Years: A Rediscovery of Froebel’s Kindergarten Through One Transformative Learning Experience in 21st Century Malta.","authors":"Charmaine Bonello, Rose Anna Camilleri, Charmaine Attard","doi":"10.7459/ct/37.2.03","DOIUrl":"https://doi.org/10.7459/ct/37.2.03","url":null,"abstract":"In 2018, the state Kindergarten sector in Malta (3-5 years) was influenced by the shift from a prescriptive to an emergent curriculum, and the increasing use of eTwinning - a particular scenario that is research-worthy. Through one narrative inquiry of a Kindergarten educator who decided\u0000 to ‘marry’ the emergent curriculum and eTwinning in practice, this paper aims to systematically track down the educator’s experience of this integration. Findings indicate initial and ongoing challenges overshadowed by sustained success through the synergy created from the\u0000 philosophically fused emergent curriculum and the eTwinning concept. This study conceptualises the birth of an innovative approach and surfaces a rediscovery of Froebel’s 19th-century Kindergarten.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46922882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to explore Arab Open University- Jordan (AOU) students’ critical thinking skills, and whether these skills varied according to variables like their university level (first and fourth year of study), gender, age, and major at university. 248 students have been randomly chosen to participate in the study. California Critical Thinking Skills Test was used to collect data. The study revealed that students’ general levels of critical thinking were below the acceptable educational level, and students in the fourth year had better critical thinking skills than students in the first year. Additionally, females showed a higher level of critical thinking than males whereas age and major did not play a major role in developing critical thinking skills. Based on the results, reforms in the education system should be initiated in terms of course content, instruction, and evaluation. Further research should also be conducted to determine which factors contribute to developing students’ critical thinking skills
{"title":"Exploring First and Fourth Year University Students’ Level of Critical Thinking Skills at Arab Open University- Jordan","authors":"Naima Al-husban, Majdi Mashaleh, Laila Damrah","doi":"10.7459/ct/37.2.05","DOIUrl":"https://doi.org/10.7459/ct/37.2.05","url":null,"abstract":"This study aims to explore Arab Open University- Jordan (AOU) students’ critical thinking skills, and whether these skills varied according to variables like their university level (first and fourth year of study), gender, age, and major at university. 248 students have been randomly\u0000 chosen to participate in the study. California Critical Thinking Skills Test was used to collect data. The study revealed that students’ general levels of critical thinking were below the acceptable educational level, and students in the fourth year had better critical thinking skills\u0000 than students in the first year. Additionally, females showed a higher level of critical thinking than males whereas age and major did not play a major role in developing critical thinking skills. Based on the results, reforms in the education system should be initiated in terms of course\u0000 content, instruction, and evaluation. Further research should also be conducted to determine which factors contribute to developing students’ critical thinking skills","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41598413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Foundation phase (grade R to 3) learners’ underperformance against the curriculum is a growing concern in primary school. In South Africa, reports reveal a large number of learners underperforming in Reading and Mathematics. To understand this phenomenon, focus group discussions (FGDs) were held with 17 foundation phase teachers to probe their perspectives for qualitative data collection. Thematic results revealed many factors that could influence learners’ underperformance. Social constructivism and development theories highlighted the importance of scaffolding learning. Education authorities should consider these factors in curriculum design and implementation to mitigate learners’ underperformance in reading and Mathematics in primary schools.
{"title":"Factors Influencing Rural Foundation Phase Learners’ Underperformance in Reading and Mathematics in Primary Schools in South Africa: Teacher Perspectives","authors":"Julie Shantone Rubbi Nunan","doi":"10.7459/ct/37.2.06","DOIUrl":"https://doi.org/10.7459/ct/37.2.06","url":null,"abstract":"Foundation phase (grade R to 3) learners’ underperformance against the curriculum is a growing concern in primary school. In South Africa, reports reveal a large number of learners underperforming in Reading and Mathematics. To understand this phenomenon, focus group discussions\u0000 (FGDs) were held with 17 foundation phase teachers to probe their perspectives for qualitative data collection. Thematic results revealed many factors that could influence learners’ underperformance. Social constructivism and development theories highlighted the importance of scaffolding\u0000 learning. Education authorities should consider these factors in curriculum design and implementation to mitigate learners’ underperformance in reading and Mathematics in primary schools.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41657607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the use of turning points in history teaching. Historians describe instances of pivotal change as turning points. Identification of a turning point is a judgment of historical significance. The research demonstrates this by analysing an example from classical historiography. Inclusion of a turning point at the start of learning and teaching sequence necessitates exploration of the causal processes that resulted in the change. Similarly, discussion of any turning point is incomplete without examination of its consequences. Teachers can use turning points to highlight the interpretative nature of historical inquiry. Curriculum specialists can assist teachers in this work.
{"title":"Teaching History Through Turning Points","authors":"J. A. Whitehouse","doi":"10.7459/ct/37.2.02","DOIUrl":"https://doi.org/10.7459/ct/37.2.02","url":null,"abstract":"This article explores the use of turning points in history teaching. Historians describe instances of pivotal change as turning points. Identification of a turning point is a judgment of historical significance. The research demonstrates this by analysing an example from classical historiography.\u0000 Inclusion of a turning point at the start of learning and teaching sequence necessitates exploration of the causal processes that resulted in the change. Similarly, discussion of any turning point is incomplete without examination of its consequences. Teachers can use turning points to highlight\u0000 the interpretative nature of historical inquiry. Curriculum specialists can assist teachers in this work.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43063169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Integrated curriculum encourages diverse cohorts of students to engage in relevant and meaningful activities that can be connected to their interests both in and beyond the classroom. This research investigated whether contextualising the content and learning activities to specific cohorts, while retaining the same assessments and learning outcomes, would be effective in increasing student engagement and overall grades. The findings indicated that when content was contextualised engagement and performance significantly improved. This finding holds true for both face to face delivery and remote delivery, indicating that the contextualisation of content has greater impact on student outcomes than mode of delivery.
{"title":"Contextualising Curriculum for a Multi-Course Classroom: A Case Study","authors":"K. Kelly","doi":"10.7459/ct/37.2.04","DOIUrl":"https://doi.org/10.7459/ct/37.2.04","url":null,"abstract":"Integrated curriculum encourages diverse cohorts of students to engage in relevant and meaningful activities that can be connected to their interests both in and beyond the classroom. This research investigated whether contextualising the content and learning activities to specific\u0000 cohorts, while retaining the same assessments and learning outcomes, would be effective in increasing student engagement and overall grades. The findings indicated that when content was contextualised engagement and performance significantly improved. This finding holds true for both face\u0000 to face delivery and remote delivery, indicating that the contextualisation of content has greater impact on student outcomes than mode of delivery.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42543157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the industrial revolution, humanity has employed a significant part of education activities within the school system, in order to educate the workforce needed. However, in March 2020, this situation underwent a radical change due to the global epidemic. The practical response of this radical change affecting schooling was that face-to-face education activities were replaced by emergency remote education. Within the scope of this research, answers were sought to questions about what teachers experienced and what observations they had during the emergency remote education. In the light of the findings, it has been determined that it is particularly challenging for teachers.
{"title":"How Did the Teachers Cope With Emergency Remote Teaching?","authors":"Yavuz Samur, Zeynep Cömert, S. Edip","doi":"10.7459/ct/37.1.04","DOIUrl":"https://doi.org/10.7459/ct/37.1.04","url":null,"abstract":"Since the industrial revolution, humanity has employed a significant part of education activities within the school system, in order to educate the workforce needed. However, in March 2020, this situation underwent a radical change due to the global epidemic. The practical response\u0000 of this radical change affecting schooling was that face-to-face education activities were replaced by emergency remote education. Within the scope of this research, answers were sought to questions about what teachers experienced and what observations they had during the emergency remote\u0000 education. In the light of the findings, it has been determined that it is particularly challenging for teachers.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46861408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the experience of beginning teachers in their first year of teaching using reflection that reveals successes, challenges, musings, and deliberations. The study was conducted in the qualitative approach using analysis of categories and themes during an academic course at Beit Berl College in Israel. Analysis of the reflections indicates that beginning teachers experience success in diverse ways of teaching and assessment alongside complex coping with problems of discipline and class management, contact with parents, and support of the mentoring teacher. These findings indicate the importance of optimal absorption and opportunities for young teachers to express their strengths.
{"title":"Training for Teaching ‐ Reflective Observation of Beginning Teachers in Their First Year","authors":"Cahit Shaham","doi":"10.7459/ct/37.1.05","DOIUrl":"https://doi.org/10.7459/ct/37.1.05","url":null,"abstract":"This study examines the experience of beginning teachers in their first year of teaching using reflection that reveals successes, challenges, musings, and deliberations. The study was conducted in the qualitative approach using analysis of categories and themes during an academic course\u0000 at Beit Berl College in Israel. Analysis of the reflections indicates that beginning teachers experience success in diverse ways of teaching and assessment alongside complex coping with problems of discipline and class management, contact with parents, and support of the mentoring teacher.\u0000 These findings indicate the importance of optimal absorption and opportunities for young teachers to express their strengths.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45929765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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