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.

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  1. What are the aims of SBCD?
  1. 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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