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Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning.

Bibliographic Details
Main Author: Pieters, Jules.
Other Authors: Voogt, Joke., Pareja Roblin, Natalie.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2019.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning
  • Preface
  • Contents
  • Contributors
  • Part I: Setting the Scene for Curriculum Innovation: Editorial Introduction
  • Curriculum Innovation: A Function of Collaborative Curriculum Design and Teacher's Professional Development
  • Chapter 1: Collaborative Curriculum Design in Teacher Teams: Foundations
  • Introduction
  • Roles for Teachers in Approaches to Curriculum Design
  • The Interaction Between Teachers and Curriculum Materials
  • Theoretical Conceptions Underpinning Collaborative Curriculum Design in Teacher Teams
  • This Book
  • References
  • Chapter 2: Classic Design of Curriculum Innovations: Investigation of Teacher Involvement in Research, Development, and Diffusion
  • Introduction
  • Theoretical Underpinnings
  • Characterizing the Research-Development-Diffusion Model
  • A Framework for Analysing Research and Practice Relationships
  • Participants' Roles in RD&amp
  • D-Based Projects
  • Types of Knowledge Informing Curriculum Design
  • Diffusion
  • Methods
  • Selection of Projects
  • Data Analysis
  • Findings
  • Characteristics of the Projects Included in the Review
  • Participants' Roles
  • Sources of Knowledge Used to Inform the Design Process
  • Diffusion Activities
  • Teacher Ownership
  • Awareness
  • Professional Development and Support
  • Discussion
  • References
  • Chapter 3: Teachers as Co-designers: Scientific and Colloquial Evidence on Teacher Professional Development and Curriculum Innovation
  • Introduction
  • Theoretical Background
  • Method
  • Results: The Colloquial Corpus
  • Characteristics of the Design Teams
  • Characteristics of the Design Process
  • Effects on Teachers' Professional Development
  • Effects on Curriculum Enactment
  • Results: The Scientific Corpus
  • Characteristics of the Design Teams.
  • Characteristics of the Design Process
  • Effects on Teachers' Professional Development
  • Effects on Curriculum Enactment
  • Conclusion
  • Discussion
  • References
  • References of the Studies Included in the Review
  • Professional Papers
  • Scientific Papers
  • Chapter 4: Teacher Design Teams for School-Wide Curriculum Development: Reflections on an Early Study
  • Introduction
  • Teacher Design Teams: A Scenario for School-Based Curriculum Renewal
  • School-Based Curriculum Development and Teacher Development
  • Teachers as Learners and Designers
  • Importance of Teacher Collaboration in Curriculum Development
  • The Phenomenon of Teacher Design Teams
  • Curriculum Development by TDTs
  • Curriculum Development and School Organization Development
  • Encouraging School Culture
  • Suitable School Structure
  • Powerful Support for Teacher Design Teams
  • Conclusion: Teacher Design Teams as Propelling Force for Integrated School-Wide Curriculum Development
  • Implementation Study
  • Introduction to the Pilot Site
  • Research Design
  • Main Findings
  • Characteristics of the TDTs and Team Development
  • Curriculum Development Within the TDTs
  • Teacher Development and Learning Experiences
  • School Organization Development
  • External Support
  • Conclusions of the Implementation Study
  • Characteristics of TDTs
  • Teacher Development
  • Curriculum Development
  • School Organization Development
  • Reflections After More Than a Decade of TDT-Related Studies
  • Trends in TDT Approaches
  • Way Forward: Teacher Design Teams in the Context of Recent Curriculum Policy
  • References
  • Chapter 5: Culturally Sensitive Curriculum Development
  • Introduction
  • Cultural Diversity in International Cooperation
  • Culture in Educational Reform
  • Challenges to Accounting for Culture in Curriculum Development.
  • International Cooperation, Culture, and Curriculum Development
  • Research Question
  • Design of the Studies
  • Development of a Framework
  • Single-Case Study
  • Multiple-Case Study
  • Main Findings
  • Conclusion and Discussion
  • Conceptual Framework: Additions and Changes?
  • Culture and Curriculum Development in International Cooperation Projects: Outcomes and Guidelines
  • Curriculum Development Activities
  • Conditions for Curriculum Development
  • Outcomes of Curriculum Development
  • Recommendations
  • Application of the Conceptual Framework
  • Importance of Curriculum Development Activities and Conditions
  • Involvement of Local Stakeholders, Experts, and Researchers
  • References
  • Part II: Analysis: Editorial Introduction
  • Needs Analysis and Assessment: A Prerequisite for Adoption and Implementation
  • Chapter 6: Improving Student Internship Through Collaborative Curriculum Design: Needs and Context Analysis to Inform the Design Process
  • Introduction
  • Context of the Study
  • Theoretical Underpinnings
  • Conceptualisation of Student Internship Practices
  • Designing for Curriculum Quality
  • The Study
  • Research Purpose and Method
  • Data Collection
  • Main Findings
  • Reflections
  • References
  • Chapter 7: Identifying Needs for Support to Enhance Teachers' Curriculum Design Expertise
  • Introduction
  • Aim of the Study
  • Conceptual Framework
  • Design Expertise
  • Specific Design Expertise
  • Subject Matter Knowledge
  • Pedagogical Content Knowledge
  • Curriculum Design Expertise
  • Developing Curriculum Design Expertise Through TDTs
  • Support to Enhance Teachers' Design Expertise
  • Research Question
  • Method
  • Procedure and Participants
  • Instruments
  • Data Analysis
  • Main Findings
  • Curriculum Design Expertise
  • Pedagogical Content Knowledge
  • Curriculum Consistency Expertise
  • Reflections
  • Teachers as Designers.
  • Curriculum Design Expertise
  • Developing Curriculum Design Expertise
  • Working in TDTs
  • External Support
  • Curriculum Design Expertise of Facilitators
  • References
  • Chapter 8: Developing TPACK in Science and Mathematics Teacher Education in Tanzania: A Proof of Concept Study
  • The Development of ICT in Education in Tanzania
  • Theoretical Underpinnings
  • Technology in Science and Mathematics Education
  • Technological Pedagogical Content Knowledge (TPACK)
  • Collaborative Design in Teams
  • The Support
  • Research Question
  • Method
  • Findings
  • Conclusion and Discussion
  • References
  • Part III: Design and Implementation: Editorial Introduction
  • Curriculum Design: Teacher's Involvement
  • Chapter 9: Collaborative Curriculum Development in Teacher Design Teams
  • Introduction
  • School-Based and School-Wide Curriculum Reform
  • Teacher Teams in Curriculum Reform
  • School-Based and School-Wide Curriculum Reform in Lower Secondary Education in the Netherlands
  • Defining Teacher Design Teams
  • Research Questions
  • Method
  • Main Findings
  • How TDTs Addressed and Carried Out Their Development Work
  • Conducive or Hindering Activities
  • Conditions at School Level
  • Overall Conclusions
  • The Process of Curriculum Development
  • Conducive Activities and Conditions
  • Discussion
  • References
  • Chapter 10: Implementation Activities in Design Teams: Opportunities to Demonstrate and Acquire Design Expertise
  • Introduction
  • Curriculum Implementation and Evaluation Expertise
  • Research Design
  • Case Selection
  • Data Collection
  • Data Analysis
  • Main Findings
  • Teachers' Classroom Implementation and Evaluation Activities
  • TDTs' Implementation and Evaluation Activities and Corresponding Experiences
  • Conclusion and Discussion
  • References.
  • Chapter 11: Human and Blended Support to Assist Learning About ICT Integration in (Pre-service) Teacher Design Teams
  • Introduction
  • Background
  • ICT Integration in Education
  • Technological Pedagogical Content Knowledge (TPACK)
  • Learning ICT by Design and Design Teams
  • Research Context
  • Research Approach
  • Design-Based Research
  • Research Questions
  • Intervention
  • Data Collection and Analysis
  • Main Findings
  • First Iteration: TPACK and Teacher Design Teams
  • Second Iteration: Blended Support for Learning
  • Conclusion
  • References
  • Chapter 12: Facilitator and Peer Support in Collaborative Curriculum Design
  • Introduction
  • Theoretical Underpinnings
  • Communicative Language Teaching (CLT)
  • Mentoring and Peer Coaching as Strategies of Professional Development
  • The Collaborative Professional Development Program (CPDP)
  • Research Questions
  • Methods
  • Participants
  • Facilitators
  • Teachers
  • Students
  • Instruments
  • Data Analysis
  • Findings
  • Change in Teaching Practice
  • FSTs' Changes in Practice
  • PSTs' Changes in Practice
  • Student Learning Gains
  • Students Taught by FSTs
  • Students Taught by PSTs
  • Teacher Learning Gains
  • FSTs' CLT Learning Gains
  • PSTs' CLT Learning Gains
  • Conclusions and Discussions
  • References
  • Part IV: Impact on Students, Teachers and Institutional Practices: Editorial Introduction
  • Curriculum Design: Impact on Students, Teachers, and Institutions
  • Chapter 13: Teacher Learning in Collaborative Professional Development: Changes in Teacher and Student Practices
  • Introduction
  • Collaborative Professional Development Program
  • Interconnected Model of Professional Growth (IMPG)
  • Methods
  • Design
  • Participants
  • Instruments
  • Data Analysis
  • Main Findings
  • Teachers' Changes in CLT Practices
  • Students' Change in Learning Experiences
  • Teachers' Learning Gains.
  • Teachers' Learning from the Seminar.

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