Curriculum Theory Research Articles

“Together, I Don’t Feel so Alone”: Collaborative Teaching as Third Space in University/School Sites

This qualitative study foregrounded four teacher educators’ perceptions of teaching collaboratively at shared school sites over the span of two years. As we reconvened to reflect on our experiences both individually and collectively, we retrospectively examined the affordances and challenges from this shared experience. Our data collection was guided by Pinar’s method of currere which involves four “steps or moments that are temporal and reflective.” These moments are “the regressive’' as past experiences are revisited; “the progressive” as the future was anticipated; “the analytic” to seek understanding of the past and future together; and finally, “the synthetical” to mobilize for action based upon these understandings. In considering the demands of university/school partnership work, methodologies such as currere, an autobiographical curriculum theory and method to support a context for reflection, is one that is rarely afforded due to the demands of higher education in general, and in field-based teacher education in particular. In analyzing these reflective interviews, we began to make sense of how these relationships shaped our perspectives of the past and led us to understand our present. Findings suggest that collaborative teaching created a third space that transformed our relationships with our teaching partners, enhanced our relationships with our students, and informed curricular revisions.

도덕과 교육에서 사회정서역량 기반 교육의 가치와 실천방안 탐구

Purpose: The purpose of this study was to reveal the need for social and emotional competency education to be utilized within the moral curriculum and to consider a specific educational method.
 Methods: First, the relationship between social-emotional competency and moral education was revealed, and the role of social-emotional competency that appears in the general theory of morality and curriculum was investigated. Moreover the need for social-emotional competency education in connection with moral education was examined based on the characteristics of social-emotional learning. Lastly, the researchers examined ways to incorporate the content of social-emotional competency into the moral education curriculum and specific teaching methods that can be applied in actual classes.
 Results: The need to connect both moral education and social-emotional competency education was revealed as was the value of establishing the connection between knowledge and practice and setting an educational goal for cultivating practical capabilities. When social-emotional competency education is conducted in conjunction with the moral curriculum, the continuity of education can be secured, and moral subjects will have the further advantage of professionally delivering emotional content through social-emotional learning methods.
 Conclusion: In addition, it is expected that the sub-skills of social-emotional competency applicable to moral classes and appropriate for moral educational content and educational methods will lead educational practitioners in a positive direction.

Implementing Independent Learning Curricula: A Case Study from MAN 2 Kediri, Indonesia

This research examines four aspects of the independent learning curriculum at MAN 2 Kediri City, namely objectives, materials, methods and evaluation. The main focus is to examine the impact on the development of students' independence and their readiness to face future challenges. This qualitative case study involves field observations, interviews with educational figures, and document analysis within an ethnographic framework. The research results show that the curriculum is designed to shape student character according to the national education profile, with broad and inclusive content. This approach focuses on developing critical thinking and problem solving abilities through a variety of teaching methods. The evaluation uses a multilevel assessment strategy to ensure the effectiveness of the curriculum. The implementation was successful, marked by student academic achievement. However, there are limitations to this research, namely the absence of visual data analysis. For this reason, further studies are needed. These findings contribute to curriculum theory, by proposing a framework that prepares students with essential skills and attitudes for the 21st century.

From the Archimedean point to circles in the sand—Post-sustainable curriculum and the critical subject

Critical thinking (CT) is frequently mentioned as a key competence in sustainability curricula. In this context our era is often diagnosed as being ‘post-truth’, indicating an epistemic concern. However, emerging ‘post-sustainable’ views in education indicate that environmental crises are posing increasingly existential concerns, which might partly explain why simple consciousness-raising sometimes faces denial or fails to promote sustainable action. To overcome this challenge, we undertake a philosophical critique of modern (individual, rational, autonomous) subjectivity assumed in CT and much of curricular thinking. We follow the ‘ontological turn’ where criticality means self-reflective questioning of one’s own being-in-the-world. One acute question concerns energy, especially fossil fuels, which constitute much of the autonomous experience of modern, critical subjectivity, while simultaneously endangering the future horizon of that same subjectivity. Climate strikes at schools and the yellow vest movements indicate, in their own ways, how ecologically problematic fossil fuels are bending modern rationality into unpredicted directions. Metaphoric Archimedes and his ‘circles in the sand’ demonstrate the vulnerability of critical thought facing post-sustainability. This vulnerability should be addressed in curriculum theory, since it is interdependent persons—rather than independent subjects—who are open to sustainable transformation and action.

Research on English Vocabulary Teaching under New Curriculum Theory

Research on English Vocabulary Teaching under New Curriculum Theory

Variables that Differentiating Pre-service Teachers' Orientations Towards Curriculum Theories

Eğitim programları alanında teori-pratik sorunsalına ilişkin tartışmalar yapılan araştırmalara yansımaktadır. Bu yansımanın sonuçlarından biri eğitim programı teorilerini temel alarak geliştirilen ölçme araçlarıdır. Araştırmada eğitim fakültesinde öğrenim gören lisans öğrencileri örnekleminde geliştirilen “Eğitim Programı Teorileri Yönelimi Envanteri” kullanılmıştır. Bu araştırmanın amacı lisans öğrencilerinin eğitim programı teorileri yönelimini ayrıştıran değişkenleri belirlemektir. Araştırmanın bağımsız değişkenleri olan cinsiyet, derse katılma durumu, öğretmenlik uygulaması dersini alma durumu ve öğrenim görülen bölümü betimlemek için frekans analizi kullanılmıştır. Diğer bağımsız değişkenler olan akademik başarı grubunun kategorilerini belirlemek için hiyerarşik kümeleme analizi ve sosyo-ekonomik düzeyin kategorilerini belirlemek için iki adımlı kümeleme analizi kullanılmıştır. Lisans öğrencilerinin eğitim programı teorileri yönelimini ayrıştıran değişkenleri belirlemek için MANOVA ve Hotelling T-kare analizleri kullanılmıştır. Araştırmanın sonucunda kadın lisans öğrencilerinin betimleyici eğitim programı yönelimlerinin, sosyo-ekonomik düzeyi yüksek olan öğrencilerin eleştirel-açımlayıcı eğitim programı teorileri yönelimlerinin, derslere daha fazla katılan öğrencilerin ise kuralcı ve betimleyici eğitim programı teorileri yönelimlerinin daha yüksek olduğu belirlenmiştir. Bu sonuçlar bağlamında eleştirel ve entelektüel öğretmenler yetiştirilmek isteniyorsa, eğitim fakültesi lisans öğrencilerinin sosyal, kültürel, sanatsal ve bilimsel yönlerinin güçlendirilmesi ve onları eğiten öğretim elemanlarının öğretmenlik niteliklerinin sorgulanması gerekmektedir.

Development of the Inventory of Orientations in Curriculum Theories (IOCT) for Pre-Service Teachers

Development of the Inventory of Orientations in Curriculum Theories (IOCT) for Pre-Service Teachers

James A. Banks의 다문화교육과정 개혁을 위한 접근법에 대한 재고

Objectives In the field of multicultural curriculum research, Banks' approach to multicultural curriculum reform is recognized as one of the representative theories. However, as some theories fixed the discussion of multicultural curriculum, the external expansion of multicultural curriculum theory was limited. In this study, the validity of Banks’ approach was examined from various angles through Schwab's practical approach.
 Methods As part of Schwab's arts of practical, a survey of 316 teachers was conducted, and multiple response analysis, frequency analysis, and cross-analysis were conducted. As part of Schwab's arts of eclectic, the root cause of the problems of Banks' theory appeared in the survey was explored through literature analysis.
 Results As a result of analyzing the first research question, Banks' multicultural education approach consisted of four approaches: a contributions approach, an additive approach, a transformation approach, and a decision-mak-ing and social action approach, and gradation and value sequence were inherent among them. As a result of the analysis of the second research question, there were many gaps between the practice and awareness of field teachers' multicultural education from Banks' theory. As a result of the analysis of the third research question, the gap problem in Banks' theory is fundamentally lack of philosophical arrangement for each approach, inherent ele-ments that can encourage value sequencing of educational activities by school level, Ignoring the multilayered ap-plicability of approaches according to the complexity and context of educational content, and the specific scope of curriculum transformation was absent in the transformative approach.
 Conclusions It was suggested, first, Banks' approach to reforming the multicultural curriculum needs to reinforce philosophical discussions, second, after restoring the equivalence of educational order or educational value among approaches, to modify the approach so that it can be used selectively according to the educational content, third, to provide specific guidelines so that teachers can apply them.

Construction of learning environments: A multiple case study in special education settings

AbstractEducation in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study is to explore how four different learning environments are constructed in segregated settings where pupils with ID are educated in Sweden. The study was conducted as a multiple case study, using observations and interviews with teachers and pupils in four special classes for pupils with ID (SCIDs). Drawing on curriculum theory, the four learning environments, in the results named as Alpha, Beta, Gamma and Delta class, respectively, appeared to be characterized by different ideas of schooling, labelled as knowledge‐mediating, socializing, functional life skills and caring as well as teacher‐centred classrooms. The study contributes to a deepened understanding of the complexity of education for pupils with ID in segregated settings.

The “Lengthy Affair” of Mytho-Poetic Education: Plato’s Myths, Heidegger’s Hermeneutics, and Learning with(out) Violence

This article retrieves ancient and modern perspectives on the status and role of myth in education by revisiting Plato’s critique of myth in the light of recent scholarship and spotlighting Plato’s so-called “allegory of the cave,” particularly the latter’s (in)famous interpretation by Martin Heidegger. Reviving the question of myth in the philosophy of education through engaging Plato and Heidegger’s mythical elements, the paper provides a more extensive background to recent deliberations on mytho-poetic curriculum theory and the hermeneutics of education.

Instructional curriculum in South Korea

This research is the first in Iraq as it has never been researched by specialists in curriculum science, and it represents an addition to the specialized educational library. The current research aims to shed light on the education system in South Korea and the choice of the target was motivated by the researcher as a complement within a series of comparative studies planned to be carried out in the future, as well as that the education system in South Korea was the cause of the qualitative leap achieved by South Korea at various levels. Such theoretical studies are at the heart of the work of curriculum theorists, which is beneficial to curriculum development and re-engineering. The research came with three chapters representing the first chapter with an introduction to the research its importance, goal and limits and a preliminary review of the education system in South Korea and the general goals of education in it, while the second chapter included a theoretical framework and previous studies, while the third chapter reviewed the researcher in field procedural systems in education in South Korea, results and recommendations

Rethinking curriculum implementation in time of COVID-19 and beyond: lessons learnt from rural science teachers

The COVID-19 pandemic has influenced the way teaching and learning is carried out in South African schools. Policy decisions to curb the spread of the virus were superficially conceived as a health problem as opposed to an understanding of the interconnectedness of education in society. For teaching and learning to continue, schools were compelled to either rotate their learners or embrace remote teaching. Irrespective of the numerous curriculum reforms, curriculum implementation in South Africa has been in a moribund state with little attention given to rural science teachers. In this article, we explore how science teachers in rural areas implemented the curriculum during the COVID-19 pandemic and what lessons could be learnt from their experience to foster the curriculum implementation discussion in South Africa. We used a qualitative research approach and phenomenology as our research methodology. Nine rural science teachers were purposively selected for a semi-structured interview. An interpretative phenomenological analysis was used to analyse the data. Our findings revealed that the government’s response to the pandemic appeared to have overlooked already existing fundamental problems associated with curriculum implementation in rural areas. We learnt in this study that curriculum implementation is narrowly conceived as a classroom pedagogic exercise. As an implication, there is a need for curriculum implementation reforms in South Africa, one that would consider contextual curriculum theorising and the experiences of rural science teachers.

Augmenting the quality of Acehnese knowledge-based EFL material through a 4D model

Integrating local knowledge into English learning material is crucial in this globalized era as it has multiple functions, such as building students’ identity, motivating them to learn, making them attached to their culture, and preserving their local knowledge. Anchored by the curriculum theory, this study systemically developed an Acehnese Islamic cultural knowledge-based lesson material for learning English by students at senior high school and analyzed its quality based on the curriculum perspective. In doing so, this study involved EFL teachers using Tiagarajan’s 4D (Define-Design-Develop-Disseminate) model for developing the English learning material as a supplementary material for senior high schools. Local knowledge, such as Molod Nabi, Meuleumak, and Toroyong, was selected to be its content. Its quality was then assessed based on the quality criteria of a curriculum product, such as validity and practicality. The results revealed that the Acehnese local culture knowledge-based EFL lesson material for senior high schools is valid based on the teachers’ perceptions. It contains state-of-the-art knowledge and is practical for teaching English to foster the deradical characters of senior high school students. In conclusion, using the 4D model in collaboratively developing the local knowledge-based EFL English lesson material is beneficial for producing high-quality curriculum products.

Contribution of Hidden Curriculum on Students’ Discipline in Public Secondary Schools in Kigoma District

This study investigated the contribution of Hidden Curriculum (HC)on students’ discipline in public secondary schools in Kigoma District, Tanzania. Objectives were to; determine the effectiveness of aspects of HC on students’ discipline in public secondary schools and examine the strategies to enhance the effectiveness of HC on students’ discipline in public secondary schools in Kigoma District. Hidden Curriculum Theory guided the study. Convergent mixed methods design was adopted. Interview guide and questionnaires were used to collect data from 65 students, 25 teachers & 5 school administrators. Stratified & simple random sampling techniques were employed to select students & teachers while school administrators were purposively sampled. Validity was established through expert judgment. The reliability index, SQ; r=0.83 & TQ; r=0.61 for questionnaire were obtained. Quantitative data were analyzed using descriptive statistics in the SPSS. Results were presented in tables of frequencies and percentages. Qualitative data were thematically analyzed alongside research questions and presented in narrative forms. Findings revealed aspects of HC such as teachers’ and parents’ dressing code, time management, self-drive, teamwork and public relations that influence students’ discipline. In conclusion, various strategies employed to enhance the effectiveness of HC on students’ discipline include encouraging students to imitate positive values from adults, guidance and counselling. The study recommends awareness among teachers that it is relatively easier for learners to pick up the manners and way of life of teachers and other actors in the school and internalise them better than even what is actually taught.

Making Sense of the Curriculum Theory Taught to Teacher Education Students in Zimbabwe

Making Sense of the Curriculum Theory Taught to Teacher Education Students in Zimbabwe

Integration of Theory and Practice in Medical Morphology Curriculum in Postgraduate Training: A Flipped Classroom and Case-based Learning Exercise.

The integration of training in theory and practice across the medical education spectrum is being encouraged to increase student understanding and skills in the sciences. This study aimed to determine the deciding factors that drive students' perceived advantages in class to improve precision education and the teaching model. A mixed strategy of an existing flipped classroom (FC) and a case-based learning (CBL) model was conducted in a medical morphology curriculum for 575 postgraduate students. The subjective learning evaluation of the individuals (learning time, engagement, study interest and concentration, and professional integration) was collected and analyzed after FC-CBL model learning. The results from the general evaluation showed promising results of the medical morphology in the FC-CBL model. Students felt more engaged by instructors in person and benefited in terms of time-saving, flexible arrangements, and professional improvement. Our study contributed to the FC-CBL model in Research Design in postgraduate training in 4 categories: 1) advancing a guideline of precision teaching according to individual characteristics; 2) revealing whether a learning background is needed for a Research Design course to guide setting up a preliminary course; 3) understanding the perceived advantages and their interfaces; and 4) barriers and/or improvement to implement the FC-CBL model in the Research Design class, such as a richer description of e-learning and hands-on practice. Undertaking a FC-CBL combined model could be a useful addition to pedagogy for medical morphology learning in postgraduate training.

Curriculum Theorizing as Post-Colonial Text: Post-Orientalism and Young Chun Kim’s Life’s Work in South Korea

Research on post-colonial curricula in non-Western countries continues to expand, with contributions from many scholars around the world. Many of these authors argue that post-colonial theories and the implications of those theories can help elucidate how colonial hegemony and ideology have affected the dominant discourse regarding curriculum studies discourse in non-Western nations. Despite the efforts that have been made, the field of curriculum studies in South Korea lacks context-relevant post-colonial perspectives and practical approaches to developing new post-colonial knowledge based on its own language, culture, history, and epistemologies. This article explores the life’s work of one Korean post-colonial curriculum scholar. Based on a document analysis and an in-depth interview process, the following discussion conceptualizes three themes related to post-colonial curriculum studies: (1) production of indigenous qualitative research texts, (2) identification of new curriculum phenomenon from the local, and (3) creation of new concepts and languages for international curriculum research. This analysis can inform how curriculum scholars in South Korea and other non-Western regions approach post-colonial curriculum research in a specific nation.

Is It Easy to Do the Right Thing?: An Approach to Sustainable Development in Teacher Education in Sweden

The essay deals with sustainable development in teacher education in Sweden. Using self-study of teacher educator praxis allows inquiry into practical experience informed by propositional knowledge. Using a curriculum theory approach, two dimensions of work on sustainable development at a university are presented, the intended and enacted curriculum. The intended curriculum is expressed in policy documents whereas the enacted dimension is exemplified by a Sustainable Development course addressing, among others, teacher educators at the current university. The two curriculum dimensions are well-aligned with one another. Policy documents ascribe the students and the teaching staff an active role as contributors to work on sustainable development from the point of view of three dimensions, environmental, social, and economic. The call for action dominates, and the rationale for the course is grounded in insights from natural and social sciences. The need to include insights from the humanities is proposed as they may enrich work on sustainable development with novel sensitivities. The essay invites teacher educators to discuss ways to prepare prospective teachers for work on sustainable development.

Waypoints: Narrative connections for curriculum futures

In this article, I examine the intersections between culture, education, and future through the lens of curriculum studies. Drawing upon key concepts in the field (Wearing et al., 2020), I explore the relationship between culture and curriculum and situate this relationship within the broader context of education. Schwab's four commonplaces of curriculum and Pinar’s four phases of currere guide this narrative exploration of curriculum thinking. By revisiting six key curriculum concepts, I show how connecting multiple curriculum constructs using keyword responses can be a method for curricular insight. Arguing for curriculum theory that is accessible to a broad audience of readers, I introduce "waypoints" as a conceptual tool for navigating future directions in education. The result is an inclusive and accessible curriculum approach that has the potential to engage scholars and teachers in conversations with young people about desirable futures. The article offers valuable insights into the narrative interconnections between culture, education, and future, and provides an opportunity for meaningful engagement with curriculum studies.

Theoretical Foundations of The Creation of a Curriculum in Higher Project IT in Education

The subject of the work is the formation of theoretical foundations for the creation of curricula in higher project IT education; the object of the work is the curriculum in higher IT education; the purpose of the work is to increase the curriculum in higher project IT education; to achieve this goal, the article solves the following tasks: Descriptions of the essence and structure of the curriculum, the formation of methodological provisions of the theory of curriculum, descriptions, and discussions of the mechanism of curriculum formation in higher project IT education.