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Teacher collaboration helps to facilitate meaningful and effective
learning and enables sustainable development of schools. Teacher
teams who collaboratively investigate a shared problem, or design
curriculum materials together, significantly contribute to the
professional development of teachers in areas of subject matter,
curriculum design and data skills. Contributions to this book
discuss various perspectives of teachers collaborating in design
teams, by investigating the sense of collaboration and its effects,
and the conditions that influence and drive it. The studies
provided suggest that collaborative design and research supports
participants (teachers and teacher educators) to improve their
knowledge, specifically in regards to technological pedagogical
content and subject matter. Participating teachers further
developed curriculum design expertise, such as, understanding the
relevance and effectiveness of involving stakeholders in designing
and implementing newly designed curricula. This volume was
originally published as a special issue of Educational Research and
Evaluation.
Teacher collaboration helps to facilitate meaningful and effective
learning and enables sustainable development of schools. Teacher
teams who collaboratively investigate a shared problem, or design
curriculum materials together, significantly contribute to the
professional development of teachers in areas of subject matter,
curriculum design and data skills. Contributions to this book
discuss various perspectives of teachers collaborating in design
teams, by investigating the sense of collaboration and its effects,
and the conditions that influence and drive it. The studies
provided suggest that collaborative design and research supports
participants (teachers and teacher educators) to improve their
knowledge, specifically in regards to technological pedagogical
content and subject matter. Participating teachers further
developed curriculum design expertise, such as, understanding the
relevance and effectiveness of involving stakeholders in designing
and implementing newly designed curricula. This volume was
originally published as a special issue of Educational Research and
Evaluation.
Teacher professional development (PD) is recognized as an essential
component of every educational program for the advancement of
teachers' professional knowledge and skills to improve their
practical teaching performances and thereby improve student
learning regardless of the educational level. In order to make
appropriate interventions and bring positive changes to the PD
practices of Arba Minch University, conducting a systematic study
on the existing PD experiences of the university has been found
very imperative. Accordingly, this study has been undertaken and
tried to explore the prevailing PD practices of the university. The
study has found out poor profile of instructors' PD experiences ',
favourable attitudes of instructors towards PD undertakings but
unfavourable reactions towards management support to the PD
activities of the instructors. The management views that it is
supportive of instructors' PD efforts. The study also showed
significant differences between various groups of instructors
regarding the PD issues considered. The study suggested various
measures to be taken by government, the university management,
academic development centre and instructors themselves.
This open access book provides insight into what it takes to
actively involve teachers in the curriculum design process. It
examines different aspects of teacher involvement in collaborative
curriculum design, with specific attention to its implications for
sustainable curriculum innovation and teacher learning. Divided
into six sections, the book starts out by introducing the notion of
collaborative curriculum design and discusses its historical and
theoretical foundations. It describes various approaches commonly
adopted to actively involve teachers in the (co-)design of
curriculum materials. Sections two and three provide examples of
what key phases in the curriculum design process - such as needs
analysis, design and development, and implementation - look like
across various collaborative curriculum design projects. Section
four reports on the impact of collaborative curriculum design on
student learning, teacher practices, teacher professional growth,
and institutional change. Building on the research evidence about
the outcomes of collaborative curriculum design, section five
focuses on sustainability, scaling-up and curriculum leadership
issues, which are key to the continuation and further evolution of
curriculum innovations. Future perspectives are addressed in
section six with emphasis on the infrastructure of a sustainable
curriculum innovation.
This open access book provides insight into what it takes to
actively involve teachers in the curriculum design process. It
examines different aspects of teacher involvement in collaborative
curriculum design, with specific attention to its implications for
sustainable curriculum innovation and teacher learning. Divided
into six sections, the book starts out by introducing the notion of
collaborative curriculum design and discusses its historical and
theoretical foundations. It describes various approaches commonly
adopted to actively involve teachers in the (co-)design of
curriculum materials. Sections two and three provide examples of
what key phases in the curriculum design process - such as needs
analysis, design and development, and implementation - look like
across various collaborative curriculum design projects. Section
four reports on the impact of collaborative curriculum design on
student learning, teacher practices, teacher professional growth,
and institutional change. Building on the research evidence about
the outcomes of collaborative curriculum design, section five
focuses on sustainability, scaling-up and curriculum leadership
issues, which are key to the continuation and further evolution of
curriculum innovations. Future perspectives are addressed in
section six with emphasis on the infrastructure of a sustainable
curriculum innovation.
In this second edition the editors continue their efforts to
synthesize research and practice and project future directions in
the field of information and communication technology. The
proliferation of mobile devices and applications have had major
implications on how the nature of teaching and learning should be
conceptualised, and what pedagogical practices should be used to
support bridging formal and informal learning. The advent of social
media also highlights the importance of gaining a deeper
understanding of social learning theories and computer-supported
collaborative learning theories and practices. The advancement of
new technologies to support easy accessibility of educational
resources such as OER and to a lesser extent MOOCs have led to the
debate on how assessment should be conducted and how technologies
could be used to support it. The demand of the knowledge society
requires that researchers, policy makers, and educational
practitioners be conversant with new research findings in order to
understand the impact of ICT in teaching and learning, and how to
support learners to use new technologies and applications
creatively and effectively. New research paradigms have emerged to
meet these challenges.
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