curriculum practices
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2022 ◽  
pp. 51-79
Author(s):  
Zitong Wei

The world has changed tremendously. Associated with the change is the encounter of diverse ways of thinking, the pursuit for co-existence, and the desire to reduce conflicts. To understand curriculum in an increasingly connected world with both concordance and conflicts, this research starts with a review of globalization, localization, and glocalization. By proposing a change in the unit of analysis, the research follows with reconceptualizations of key terms in curriculum analysis: power, time and place, and distance and speed. The research also discusses the use of technology and language. Given changes in understandings, the research follows with discussions on post-methods and moral considerations and puts forward the term post-glocalization and models on post-glocalization and post-glocalized curriculum analysis. This research concludes with a review on different curriculum practices in accordance with the key terms in curriculum analysis and proposes the importance of incorporating the post-glocalized analytical model into curriculum methodological discussions.


2021 ◽  
Vol 12 (4) ◽  
Author(s):  
M Pace ◽  

Abstract. Language skills are becoming increasingly important in organisations and businesses who want to be competitive on an international level. Mastery in foreign languages is considered not just an excellent tool to bridge gaps between people coming from different countries and to create strong sentimental and professional relationships, but above all an instrument that enables workers to considerably improve their career prospects. Knowing how to use a language in specific circumstances and purposes gives people a very strong bargaining power, especially in the labour world. Whereas up to twenty or thirty years ago, speaking a foreign language was a very important prerequisite for just a few, like managers or diplomats, today it has become of fundamental importance in all professional circles. In fact, in today’s European society, languages and intercultural play a fundamental role in getting to know different people and in obtaining professional and economic development. This explains why today there exists a need to diversify the language training market with courses in foreign languages for specific purposes, be it for tourism, for call centers, for business and so on, focusing on acquiring the necessary terminological, interdisciplinary and intercultural skills needed for specific jobs. Such courses imply addressing the immediate and very specific needs of the learners involved, having as their driving force, both in the preparation stage as well as in the development stage, the needs analysis of the learners. In terms of implementation and methodology, such courses have to be totally learner-focused, practically oriented and, above all, applied to professional contexts, providing a method of learning, teaching and assessing basic skills or abilities in the language, not simply according to the particular needs of the students but also in line with the specific requirements of the vocational domain. This obviously presents a number of challenges which need to be discussed and analysed from both the educators’ and the students’ point of view, given that such courses need to address the immediate and very specific needs of the learners involved, which in turn should serve as the basis for informed curriculum practices, such as syllabus design, materials development and instructional design. It also necessitates a threefold framework design, consisting of an individual theoretical component of learning, an individual practical component as well as the provision for group work and practice. All this has serious ramifications on teacher training and formation courses, and requires methodical collaboration and cooperation from all stakeholders involved, be it the educational institutions offering the course, the employer or any authority requesting the course as well as the learners themselves.


2021 ◽  
pp. 480-536
Author(s):  
Jane Piirto
Keyword(s):  

Author(s):  
Anthony Anderson

Abstract Curriculum design is a domain that infrequently forms a discrete element of initial teacher training, or continuing professional development for music teachers in English secondary schools. Classroom music teachers, teaching Key Stage 3 (KS3) learners (11–14-year olds), are, however, required to design their own curriculum. Teachers are accountable to school leaders for curricula they implement, and the outcomes from their selected approaches. This article discusses classroom music curriculum practices and their significance in music education. The research project was conducted with music teachers from schools in the East and West Midlands of England, utilising questionnaires and semi-structured interviews. Research findings are conceptualised in a model of music curriculum activity. The research thereby facilitates discussion of unacknowledged complexities and tacit teacher planning practices in music curriculum design.


2021 ◽  
Vol 6 (40) ◽  
pp. 35-48
Author(s):  
Tazifuzin Azmi ◽  
Dani Salleh

The Malaysian labour market traditionally experiencing a shortage of skilled human resources. Labour shortages in the country, especially in the technical fields have resulted in more foreign engineers were recruited in many areas, especially those that need technical ability. Because of the poor education and training system, the workforce is mostly made up of less-qualified workers. This has created critical skills gaps in almost all sectors of the Malaysian economy. TVET provides specific work to people by learning the principles of technology through extensive educational knowledge following a more specific skill training process.


Author(s):  
Marinella Majorano ◽  
Tamara Bastianello ◽  
Carolina Bodea-Hategan ◽  
Patrizia Fantuzzi ◽  
Giulia Fontana ◽  
...  

Abstract Background Studies have reported a strong association between children's early literacy skills at preschool and their reading and writing skills at primary school. However, it is unclear whether this association is affected by language and curriculum practices. Objective The study investigates (i) whether early literacy skills are influenced by orthographic consistency and by preschool curriculum, and (ii) how early skills are related to later literacy skills across countries. Method Three countries, Italy (n = 73), Romania (n = 65), and Belgium (n = 109) were involved in the study, for a total of 247 children. Language and early literacy in preschool were assessed using a novel assessment tool (the ‘Talk’). Early visual-phonological and manual aspects integration were investigated using rapid automatized naming and grapho-motor tasks. The children’s reading and writing skills nine months later were assessed using standardized tests. Results Results showed higher early literacy scores for the groups of children speaking languages with more transparent orthographic systems and for the group taking part in preschool activities designed to enhance literacy acquisition. Later reading and writing skills were predicted by early competences, albeit with differences across countries. Conclusions Findings suggest that literacy acquisition trajectories are not only associated with early skills but are also influenced by language characteristics and curriculum practices. The study also presents preliminary findings relative to the ‘Talk’, an assessment tool that may have important implications for early identification and intervention of language and literacy difficulties, as well as for improving cross-country curriculum practices.


2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Sadia Suleman Khan Gulab Khan, Aliya Ayub

This analytical paper presents findings from comparison of current Pakistani curriculum with the curricula of Malaysia and Romania and their implications for future curricular practices in Pakistan. The curricula of the three countries have been viewed from the perspectives of 10 guiding curricular components – scope, sequence, continuity, articulation, balance, self-sufficiency, significance, interest, utility, and feasibility; in addition to other parameters such as curriculum development and change processes. The implications for future curriculum practices include: the inclusion of local cultural values, wisdom, stories, songs, art, music, peace education, literature, in the curriculum; a balance between art education and science education; matching the expectations of the curriculum and the society with the existing realities and available resources; survey of the needs of the society, the social and cultural realities across the province, and so on.  


2021 ◽  
Vol 16 (1) ◽  
pp. 238-250
Author(s):  
Seipati L. Baloyi-Mothibeli ◽  
Christian Sunday Ugwuanyi ◽  
Chinedu I. O. Okeke

This study sought strategies to improve teachers’ professional curriculum practices in a Grade R mathematics class. A phenomenological research design was employed to generate data for the study using a sample of fifteen participants. A semi-structured interview guide was used to collect the data for the study. In this regard, the interview guide was properly validated, and trial tested. Data collected for this study were analysed using a thematic analysis. The findings of the study showed that the strategies for improving teachers’ professional curriculum practice in a Grade R mathematics class include employing adequately qualified Grade R teachers; aking available teaching and learning resources;ncouraging sufficient parental involvement; encouraging support by authorities; and, using adequate language for teaching and learning. It was therefore concluded that for Grade R teachers to engage learners in Professional Curriculum Practices (PCP), they need to have access to teacher development programmes. This finding implicates physics teaching in the sense that proficiency in mathematics teaching is imperative for physics teaching. Thus, a practical approach to mathematics teaching can as well be deployed in the teaching of physics concepts due to the abstract nature of the subjects (Mathematics and Physics). In order words these identified strategies for mathematics teaching can be used for physics teaching at a higher education level. Thus, it was recommended that the integrated teacher development programme should be implemented to enable teachers to be fully engaged in Grade R mathematics classes.   Keywords: Improvement, Strategies, Teachers’ Professional Curriculum Practice, Grade R Mathematics.


Author(s):  
Carl Vollmer

In recent years, Japan has made a significant push in expanding the International Baccalaureate (IB) into schools across the country. The goal of spreading the implementation of the IB curriculum in Japan goes beyond learners in IB programs. The value of IB curricula can also be beneficial in contexts outside the IB, although some adjustments to implementation might be needed. Theory of knowledge (TOK) is a central element of the IB and furthers the development of critical and thinking skills. This study is situated in a high school immersion program in Japan that has TOK as part of its curriculum for the 2nd and 3rd years of the program. TOK has been found to be beneficial to the learners in the program, but there are also challenges of implementing the IB curriculum in a non-IB context. These issues will be explored through discussion of classroom and curriculum practices. Through this chapter, teachers and researchers alike can understand the benefits of TOK, and the importance of critical thinking skills in the 21st century.


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