Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum-Transmitters

Autor/in	Shawer, Saad F.
Titel	Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum-Transmitters
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 2, S.173-184 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.03.015
Schlagwörter	Grounded Theory; Constructivism (Learning); Curriculum Development; Participant Observation; Epistemology; Teaching Methods; Professional Development; Curriculum Implementation; Second Language Instruction; Language Teachers; Teacher Developed Materials; Instructional Design; Educational Strategies; Classroom Techniques + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teilnehmende Beobachtung; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrstrategie; Klassenführung
Abstract	This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning. The study was therefore grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and affective change and constructivism. To address this study's' qualitative and exploratory purposes, it made use of the qualitative paradigm at the levels of ontology (multiple curriculum realities), epistemology (interaction with rather than detachment from respondents) and methodology (using idiographic methodology and instruments). In line with the qualitative paradigm, it used qualitative case-study (method), general interviews, pre/post-lesson interviews, group interviews and participant observation (data collection methods) in addition to grounded theory (data analysis approach) to meet the research purposes. Working with English as a foreign language (EFL) teachers and mixed-nationality college students, the study reached a teacher curriculum approach classification comprising curriculum-transmission, curriculum-development and curriculum-making. It recommended alternatives for teacher, student and curriculum development, curriculum implementation and teacher training. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10