School‐based Curriculum Development as a Process of Teachers’ Professional Development
APA
Keiny, S. (1993). School‐based curriculum development as a process of teachers’ professional development. Educational Action Research, 1(1), 65-93.
feedback on article 1
- What are the aims of SBCD?
- When did SBCD start?
Which countr(ies) pioneered the movement of SBCD?
State three rationales of SBCD
What are the teacher's role in SBCD?
Choose one case from the article and write your personal response on at least five lessons that you learnt from the case.
Needed to improved school autonomy.
To develop the professional skills of teachers.
To get teachers' engagement and their
responsibilities or to establish their ownership of the curriculum
To enable schools to demonstrate the ability to create or design their own curriculum that focuses on the needs of their own students.
Since 1970
Skilbeck, M. (1990). School based curriculum development. Sage.
A good example can be found in the emergence of Australia, since the late 1960s, a group of strong federal government education funding and development agencies including the National Schools Commission, in a system where, until then, the role of the federation in education was minimal- , for example, in Canada (Schools Commission 1981: Harman and Smart 1982).
late 1960, according to Skilbeck, M, (1990)
increase teacher motivation and give responsibility to teachers in integrating learning with real experience so that it is easy for students to understand
UK, Australia, Canada and the USA
to improved school autonomy
curriculum that meets the needs of the local community
teachers as curriculum developers
teachers' professional development
adaptation of theory and practice based on student experience through self-learning
CASE 1
human beings are different
each student has their own strengths and teachers need to adapt to the way they teach in order to optimize students' abilities
Teachers need to be prepared with content and pedagogical skills
Teachers need to use proper questioning techniques
As teachers they need to get to know the students
The process of reflection is very good in helping teachers to improve their weaknesses in the teaching process
CASE 2
The focus of the study is to bridge the gap between students coming from the west and east
Implementation of SBCD in three phases simultaneously
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First year involving grade 7 students - Implemented with brainstorming techniques in collaboration with mathematics teachers
Curriculum revised for change process
Teaching in support groups involving parents
Through SBCD new teaching methods can be developed
Radical change provides an opportunity to make progress in the education system
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