Empowering learners for life requires a fundamental shift in higher
education curriculum design. New priorities, pedagogies,
technologies, spaces, and assessment strategies are required to
enable learners to take ownership of their learning.
"Student-centeredness" concepts are still prescriptive in nature as
most decisions on curriculum, assessment, teaching, and learning
approaches are still teacher-centric. Teachers are developing
student-centered learning environments without the involvement of
the learners in the planning, decision making, and/or design
process. In addition, some lecturers are still practicing the
traditional approaches of content delivery and conventional
assessment methods rather than experimenting with innovative
practices suited for student-centered approaches. Therefore, there
is an ongoing need for research focused on the importance and
effectiveness of a paradigm shift in education that involves
student-teacher partnerships, fueled by innovative teaching and
learning designs, where students take an active role and contribute
as partners in learning. Transforming Curriculum Through
Teacher-Learner Partnerships captures experiences and evidence
among teachers in exploring the possibility of active student
participation in curriculum design, delivery, and assessment
through teacher-learner partnership. The chapters address issues of
teacher-learner partnerships in designing the learning environment
and how student-centered methods create resilient, adaptable, and
future-capable learners. While highlighting topics within this
scope such as learner autonomy, learning performance,
self-efficacy, and teaching pedagogy, this book is ideally intended
for teachers, administrators, teacher educators, practitioners,
stakeholders, researchers, academicians, and students interested in
issues related to the teacher-learner partnership.
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