scholarly journals Curriculum development as a tool for professional development

2021 ◽  
Vol 1 (2) ◽  
pp. 29-43
Author(s):  
Khin Khin Thant Sin
Keyword(s):  
Curriculum Development ◽  
Teaching And Learning ◽  
Work Performance ◽  
Basic Education ◽  
National Curriculum ◽  
Matter Content ◽  
Teacher Participation ◽  
School Teachers ◽  
Individual Interviews ◽  
The Subject

This study investigates teacher participation in national curriculum development in Myanmar. The purpose of this study is to explore teacher learning and reflection during the process of curriculum development through collaboration and communication. A qualitative research method has been applied in this study. Six participants participated in the study through individual interviews. The participants include six school teachers from Basic Education High Schools, specifically, two curriculum developers, two teachers who delivered the subject content of the new curriculum to their colleagues and two school teachers who were trainees for the content. The results showed that teachers experienced significant development in their professional knowledge, especially in their understanding and connection to the subject matter content across different grades and pedagogical content knowledge when they learnt from their colleagues. Moreover, the results also highlighted improvement in their reflective thinking and analytical skills. Because of the challenging tasks during the curriculum development process, teachers became more motivated in their teaching and learning which led to enhance their work performance.

scholarly journals Inspiring or confusing – a study of Finnish 1–6 teachers’ relation to teaching programming

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Ray Pörn ◽  
Kirsti Hemmi ◽  
Paula Kallio-Kujala
Keyword(s):  
Primary School ◽  
Domain Knowledge ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
National Curriculum ◽  
Computational Thinking ◽  
School Teachers ◽  
Primary School Teachers ◽  
Perceived Preparedness ◽  
Preparedness To Teach

There is limited research on teaching and learning of programming in primary school and even less about aspects concerning teaching programming from teachers’ viewpoint. In this study, we explore how Finnish 1-6 primary school teachers (N=91), teaching at schools with Swedish as the language of instruction, relate to programming and teaching of programming, one year after the introduction of the new national curriculum that included programming. The teachers’ relation to programming is studied by analyzing their view on programming, perceived preparedness to teach programming and their attitudes towards teaching programming. The main results of the present study are that the responding teachers approach programming in school with mixed emotions, but the majority claim to have sufficient preparedness to teach programming, and many of them have a positive attitude towards the subject. The findings indicate that the most important factor for high perceived preparedness and positive attitude is sufficient domain knowledge. The teachers’ views on programming are very diverse, ranging from focusing only on the connection to elementary step-by-step thinking to more sophisticated reasoning connecting to central aspects of computational thinking and other educational outcomes. The findings suggest that there is a need for educational efforts to make the connection between mathematical content and programming more visible for primary school teachers.

scholarly journals The General Competences in the Common National Curriculum Base and It’s Relation With Mathematics: Conceptions Of Primary School Pedagogical Supervisors

2019 ◽  
Vol 21 (5) ◽  
pp. 211-230
Author(s):  
Karine Pertile ◽  
Jutta Cornelia Reuwsaat Justo
Keyword(s):  
Primary School ◽  
Basic Education ◽  
National Curriculum ◽  
Rio Grande ◽  
Discussion Group ◽  
Rio Grande Do Sul ◽  
School Teachers ◽  
Continuous Education ◽  
Primary School Teachers ◽  
The Common

This study is a part of doctorate research about the contributions of the continuous education of primary school teachers of mathematics in the Common National Curriculum Base. For such purpose, was established a discussion group made of 10 pedagogical supervisors of the early basic education city's municipal education system in the countryside of the Rio Grande do Sul/Brazil who could, during ten meetings, discuss, analyze and reflect over the proposal of the Common National Curriculum Base for primary school. At first, the participants of the group discussed over the Common National Curriculum Base proposed competences in the fields of mathematics. The article, therefore, discusses the concepts of a discussion group composed of primary school pedagogical supervisors about the general competences for elementary school presented on Common National Curriculum Base and its relations with mathematics. The group’s discussions were audio-recorded with the previous authorization of the participants. Through notes in the field researcher’s diary, the participants’ behaviors, inquiries, action, and reflections were watched and analyzed during the meetings. Although the group participants made consistent considerations about how to support student´s skill development it was found that some notes do not conform to the focus of competences or the participants do not realize that they do not apply to the learning process, that is to say, are focused on the student. This emphasizes the need for continuous education about the Common National Curriculum Base for the working early basic education teachers.

scholarly journals PENINGKATAN KEMAMPUAN GURU SEKOLAH DASAR MUHAMMADIYAH DALAM PENGEMBANGAN KURIKULUM MUATAN LOKAL

2013 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Elly Purwanti
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Classroom Teacher ◽  
National Curriculum ◽  
Process Approach ◽  
Content Standards ◽  
Contextual Approach ◽  
Local Content ◽  
Local Support

PENINGKATAN KEMAMPUAN GURU SEKOLAH DASARMUHAMMADIYAH DALAM PENGEMBANGANKURIKULUM MUATAN LOKALElly Purwantie-mail: [email protected]:Local content include parts of the structure and content of the curriculumcontained in the Content Standards in the curriculum unit level education. The existence oflocal content subjects is a form of education that is not centralized, as an effort to provideeducation in their respective areas further increased its relevance to the circumstances andneeds of the region. This is in line with efforts to improve the quality of national educationcurriculum so that the existence of local support and complement the national curriculum(UU Sisdiknas, 2003). The implementation of local content in basic education can be said tobe still relatively new, so many problems in this curriculum still leaves many problematic.Issues in the implementation of local curriculum to date quite complicated. This is relatedto the planning, implementation and evaluation. Implementation of local content requiresthe organization in particular because it’s involves a parts other than the school. The teamteaching may be considered as an alternative to development. Besides, how to teach aregular classroom teacher, there should be an integrated cooperation between supervisors,field staff and resource. In terms of teaching and learning to use local contentimplementation process approach and the contextual approach. Through contextual learningstrategies, learners can use the resources of the learning environment and play a more activerole in gathering knowledge. But in practice the competence of teachers in applying, it isstill a major issue that must be addressed further.Abstrak :Muatan lokal termasuk bagian dari struktur dan muatan kurikulum yang terdapatpada Standar Isi di dalam kurikulum tingkat satuan pendidikan. Keberadaan mata pelajaranmuatan lokal merupakan bentuk penyelenggaraan pendidikan yang tidak terpusat, sebagaiupaya agar penyelenggaraan pendidikan di masing-masing daerah lebih meningkatrelevansinya terhadap keadaan dan kebutuhan daerah yang bersangkutan. Hal ini sejalandengan upaya peningkatan mutu pendidikan nasional sehingga keberadaan kurikulummuatan lokal mendukung dan melengkapi kurikulum nasional ( UU Sisdiknas , 2003).Implementasi muatan lokal pada pendidikan dasar dapat dikatakan masih relatif baru,sehingga berbagai persoalan dalam kurikulum ini masih menyisakan berbagai problematik.Persoalan dalam implementasi kurikulum muatan lokal sampai saat ini cukup cukup pelik.Hal ini berkaitan dengan dengan perencanaan, pelaksanaan dan evaluasinya. Dilihat darisegi ketenagaan, pelaksanaan muatan lokal memerlukan pengorganisasian secara khususkarena melibatkan pihak – pihak lain selain sekolah. Untuk itu mungkin team teachingsebagai alternatif dapat dipikirkan pengembangannya. Disamping cara – cara mengajar yangrutin oleh guru kelas, harus ada kerjasama terpadu antara pembina, pelaksana lapangan dannara sumber. Dilihat dari segi proses belajar mengajar pelaksanaan muatan lokal dapatmenggunakan pendekatan proses dan pendekatan kontekstual. Melalui strategi pembelajarankontekstual, peserta didik dapat muatan lokal, pengembangan SK, KD.menggunakansumber belajar dari lingkungan dan berperan lebih aktif dalam mengumpulkan pengetahuan.Namun dalam prakteknya kompetensi guru – guru dalam menerapkannya masih merupakanpersoalan besar yang harus ditangani lebih lanjut.Kata Kunci: kemampuan guru, kurikulum muatan lokal

scholarly journals A CONTEXTUALIZAÇÃO NA APRENDIZAGEM: PERCEPÇÕES DE DOCENTES DE CIÊNCIAS E MATEMÁTICA

2019 ◽  
Vol 2 ◽  
pp. 75
Author(s):  
Caroline Maffi ◽  
Thaísa Laiara Prediger ◽  
João Bernardes da Rocha Filho ◽  
Maurivan Güntzel Ramos
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Mathematics Learning ◽  
Learning Processes ◽  
Learning Motivation ◽  
Main Question ◽  
Motivation To Learn ◽  
Teachers Perceptions ◽  
The Subject ◽  
And Mathematics

O presente artigo apresenta uma pesquisa de abordagem qualitativa a respeito das percepções de docentes sobre a contextualização na aprendizagem de Ciências e Matemática. A questão central dessa pesquisa é: quais as percepções de professores da Educação Básica sobre a contextualização na aprendizagem de Ciências e Matemática? Para respondê-la, 17 docentes escreveram depoimentos sobre o tema, os quais foram analisados por meio da Análise Textual Discursiva (ATD). Para tanto, os depoimentos dos docentes foram desconstruídos em unidades de sentido, as quais foram agrupadas em categorias emergentes iniciais. Essas, ao serem reagrupadas por semelhança originaram as duas categorias finais de análise: contextualização como modo de aprender com significado em Ciências e Matemática e contextualização como modo de motivar para aprender. Como principal conclusão, os participantes da pesquisa percebem que a contextualização possibilita a construção de significações e relações entre os saberes – aqueles que os estudantes já possuem com os conhecimentos científicos. Além disso, destacam-se a importância de práticas interdisciplinares e da motivação como geradora de interesse e participação ativa do estudante. Pelas respostas dos docentes, depreende-se, ainda, que a contextualização nos processos de ensino e de aprendizagem é possibilidade de problematizar a sua realidade, o que contribui para a formação de sujeitos críticos e autônomos.Palavras-chave: Contextualização em ciências e matemática. Aprendizagem com significado. Motivação para aprender.ABSTRACTThe present article shows a qualitative research on the teachers’ perceptions about the contextualization in Science and Mathematics learning. The research main question is: Which are the teachers’ perceptions about contextualization during Science and Mathematics learning in basic education? In order to answer that, 17 teachers wrote testimonies on the subject, which were analyzed through Discursive Textual Analysis (DTA). For this, teachers’ statements were deconstructed in units of meaning, which were grouped into initial emergent categories. These, when regrouped by similarity, gave rise to the two final categories of analysis: contextualization as a way of learning with meaning in Science and Mathematics and contextualization as a way of motivating to learn. As a main conclusion, the participants of the research realize that contextualization allows the construction of meanings and relations between the knowledge - those that the students already possess with the scientific knowledge. In addition, the importance of interdisciplinary practices and motivation as a generator of interest and active student participation are highlighted by this research. From the teachers’ responses, it can also be seen that the contextualization in the teaching and learning processes is a possibility to problematize their reality, which contributes to the formation of critical and autonomous thinkers.Keywords: Contextualization in science and mathematics. Meaningful learning. Motivation to learn.

scholarly journals Regulatory Focus on Higher Secondary School Teachers with Reference to Classroom Climate with Selected Variables – A Study

2021 ◽  
Vol 9 (4) ◽  
pp. 338-340
Author(s):  
Jeyanthi Subrahmanyam
Keyword(s):  
Secondary School ◽  
Regulatory Focus ◽  
Classroom Climate ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Great Influence ◽  
Teaching Experience ◽  
School Teachers ◽  
The Subject ◽  
Analyse Data

Classroom climate is an important factor in the teaching and learning process. Both physical and psychological aspects of the classroom should be conducive to learning. Less number of students, student-teacher ratio and undivided attention of the teachers have a great influence on students’ academic performance. The study is conducted to find out whether gender has any impact on the performance of teachers in classrooms and their qualifications based on the subject they studied have any influence on their teaching. Experience enhances everybody’s learning. So, the teaching experience is an important factor that should be considered in managing a class. This study is done with 150 teachers selected from 10 higher secondary schools from the Kancheepuram district. A simple random technique is used to collect the sample. The teaching experience is classified as below 5 years and above 5 years. The tool, Classroom climate inventory, is standardised by the investigator. T-test and Correlation were used to analyse data.

Borderzones in Adolescents’ Literacy Practices

2011 ◽  
Vol 46 (6) ◽  
pp. 1256-1279 ◽  
Author(s):  
Allison Skerrett ◽  
Randy Bomer
Keyword(s):  
Curriculum Development ◽  
Language Arts ◽  
Teaching And Learning ◽  
Development Process ◽  
Literacy Practices ◽  
Urban Students ◽  
Formal Curriculum ◽  
Literacy Engagement ◽  
The Subject ◽  
Out Of School

This article examines how a teacher drew on her urban students’ outside-school literacies to inform teaching and learning in a reading/language arts classroom. The following findings are discussed: curricular invitations the teacher offered to students; the teacher’s curriculum development process; the relationships between the genres of students’ outside-school literacies and those of the school; and the subject positionings taken up by the students and the teacher in the classroom. The article demonstrates how teachers may affirm the out-of-school literacies of urban students and connect these literacies to the formal curriculum, thereby enhancing students’ in-school literacy engagement and success.

scholarly journals ‘Same, same, but different?!’ Investigating diversity issues in the current Austrian National Curriculum for Physical Education

2021 ◽  
pp. 1356336X2110270
Author(s):  
Stefan Meier ◽  
Andreas Raab ◽  
Brigitta Höger ◽  
Rosa Diketmüller
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
National Curriculum ◽  
Analysis Process ◽  
Recent Reform ◽  
Stage Process ◽  
Diversity Issues ◽  
The Subject ◽  
Curriculum Reforms

Discussions on educational policy are shaped by current societal transformations associated with diversity. At the same time, the most recent reform of the Austrian National Curriculum for Physical Education (NCPE) was driven by the desire to stipulate standardised learning outcomes. Building upon Bernstein's framework, this paper explores to what extent issues of diversity are addressed in curricular documents, which inform and structure teaching and learning processes. Based on a qualitative content analysis, the General National Curriculum (GNC) and the latest NCPE were investigated. In a two-stage process, combining predetermined and emerging coding, significant themes were developed throughout the data analysis process. The findings demonstrate differing understandings of what diversity means and how it should be taken into consideration, indicating a less comprehensive way in the NCPE compared to the GNC. Since a uniform understanding of diversity is missing, this ambiguity fails to comply with a NC’s function to act as a systematic framework for teachers. There is friction at the level of education policy, as the NCPE should both reflect generally acknowledged societal transformations associated with diversity and be standardised at the same time. The paper concludes that future curriculum reforms should specifically address diversity-sensitive teaching and learning within the subject in a more comprehensive way, interlink the GNC and NCPE precisely and rethink the tension between diversity and standardisation in the NCPE.

scholarly journals Assessment Policy and Practice in Secondary Schools in the English National Curriculum

2019 ◽  
pp. 217-232
Author(s):  
Martin Fautley
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Good Thing ◽  
English School ◽  
Policy And Practice ◽  
Whole School ◽  
Assessment Policy ◽  
School Music ◽  
The Subject

This chapter describes the ways in which assessment policy in classroom music education in England has been both legislated for and operationalized in practice. It describes how changes to whole-school assessment legislation have found their outworking in schools and classrooms, which have become contested and problematic sites. It describes how assessment in classroom music has had to shift its focus from attainment onto progression in order to comply with policy. The chapter also points out the effects of a performativity culture in English school music classes, where the production of data has become a goal in its own right, superseding, in some cases, an attention to learning and musicianship. It concludes that refocusing on musical aspects of teaching and learning would be a good thing for the development of both the subject and the participating learners.

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