Electronic Resource

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

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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.

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Availability

Detail Information

Series Title

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Call Number

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Publisher

: Springer Cham., 2019

Collation

XII, 424 hlm,: ill, lamp;

Language

ISBN/ISSN

9783030200626

Classification

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Content Type

text

Media Type

computer

Carrier Type

online resource

Edition

1

Subject(s)

Teaching and Teacher Education
International and Comparative Education
Curriculum Studies

Specific Detail Info

Provides an international perspective on common educational challenges Poses sustainable curriculum innovation from a teacher as learner perspective Presents teacher design teams as a pivotal and strong engine in teachers’ professional development

Statement of Responsibility

Jules Pieters, Joke Voogt, Natalie Pareja Roblin

Other Information

Cataloger

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Source

https://link.springer.com/book/10.1007/978-3-030-20062-6

Validator

ida

Digital Object Identifier (DOI)

https://doi.org/10.1007/978-3-030-20062-6

Journal Volume

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Journal Issue

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Subtitle

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Parallel Title

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