Abstract
The purposes of the current study are to develop research-based learning management in the Curriculum Design and Development course for student teachers and to study the effectiveness of the research-based learning management in the Curriculum Design and Development course for student teachers. The instruments were a structured interview form, a learning management quality assessment, learning management, a learning achievement test, and a questionnaire. The data were analyzed by mean score, standard deviation, t-test, and content analysis. The results of the study indicate that there were 6 components including ground theories, objectives, instruction processes, social system, principles in responses and supportive system, and learning management in the research-based learning management. In detail, there were 5 stages in learning management including ideas and information analysis, planning and creative design, action-taking, presentation and reflection, and evaluation and improvement. The result of the study shows that there was a significant difference between the students’ learning achievement before and after learning with the developed learning management. The students’ attitudes toward learning management were found at a high level in every aspect.
Highlights
Curriculum development is an essential skill for student teachers since they need to use it to formulate an appropriate curriculum for institutions they work to ensure their career development
The results of the study could be concluded that the learning management in the Curriculum Design and Development course for student teachers was developed using the principles of research-based learning (RBL) having 5 stages of learning
It could be concluded that the developed learning curriculum was effective in developing learners’ curriculum developing skills since the learning management resulted in the improvement of the participants’ learning achievement and participants’ positive attitudes in learning
Summary
Curriculum development is an essential skill for student teachers since they need to use it to formulate an appropriate curriculum for institutions they work to ensure their career development. Carl (2009) suggested that teachers play a great part in curriculum development as they are personnel that takes policy from the ministry and applies it in their context. Curriculum development is an essential skill for student teachers since they need to use it to formulate an appropriate curriculum for institutions they work to ensure their career development. Knowledge, experiences, and competencies in curriculum design and development need to be acquired during the processes of teacher training. The ability in implicating the core curriculum in writing a syllabus is important for student teachers as it allows them to write a syllabus that responses to the needs of learners. Instructors of curriculum development courses face the challenges to formulate the ability to design a contextually appropriate curriculum for their students. In this case, students need to be self-regulated learners to allow themselves to study their context in detail. Scientific and systematic information processing and data presentation are essential abilities in designing a well-written curriculum
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