Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training

Abstract

This paper examined the motives behind EFL/ESL classroom-level curriculum development. The study was grounded in teacher curriculum development (Craig, 2006), curriculum implementation (Snyder, Bolin & Zumwalt, 1992) and teacher curriculum-making (Doyle, 1992). Individual teacher interpretations of the same (formal) curriculum drive teachers to transform a single curriculum into multiple (taught) curricula through teacher and student experiences in different contexts. Teacher interpretations also inspire teachers to adopt particular learning outcomes, content, teaching strategies, and assessment targets and methods rather than others. Since teacher curriculum interpretations drive teachers to make different decisions about the same curriculum, teachers either develop or transmit curriculum at the classroom level (Jackson, 1992). Being so, possible factors behind classroom-level curriculum developments were examined to illuminate curriculum design, implementation and development, alongside teaching, learning and teacher training. Moreover, this research design made use of the qualitative paradigm through qualitative case-studies, qualitative interviews, participant observations and the constant comparative method to understand individual constructions of the taught curriculum. Major findings indicate preservice teacher training, teaching experience, and teacher content and teaching styles were significant motives behind classroom-level curriculum developments. Other factors include curriculum policy in terms of curriculum content, pedagogical and assessment orientations, teacher curriculum development opportunities and teacher soft skills. The study provides recommendations for curriculum and instruction, teacher education and future research.