Session Information
03 SES 02, Teachers' Competencies for School-Based Curriculum Development: European perspectives, (Part 1)
Symposium. Continued in 03 SES 06.
Time:
2009-09-28
11:15-12:45
Room:
JUR, HS 13
Chair:
Jan van den Akker
Discussant:
Jan van den Akker
Contribution
Introduction
This symposium starts from the observation that the current educational policy landscape concerning centralization of curriculum planning in Europe is varied. In several countries there has been (again) a growing tendency towards increasing autonomy of schools, reviving to some extent the rationale and aims of school-based curriculum development. Schools (again) have been challenged to take the role of curriculum agencies by re-examining their curriculum and redeveloping it in line with their own aspirations. Central to the success and sustainability of curriculum renewal is the need for synergy and productive relations between at least the following three developments:
1. Curriculum development at various levels (system, school and classroom);
2. Professional development of teachers;
3. School organization development.
Overview of the symposium
Against the background of the experiences of the past, this symposium will provide insight in and illustrate the current application of the concept of school-based curriculum development as it is found in several European countries. More specifically, it focuses on the variation between countries with respect to the curriculum development tasks teachers are expected to perform in their schools. These may vary for instance concerning the:
- Curriculum level: designing learning and teaching materials (micro level) and/or curricula at the school level (meso level);
- Type of design activity: selecting and applying relevant materials, adapting/rearranging existing materials, designing new materials;
- Time frame of the design activities: short term activity (only once and a while) or long term activity (integrated in the function profile of the teacher).
Moreover, the symposium will discuss the accompanying implications for professional development efforts.
Each contribution starts from the same framework covering the following topics and guiding questions:
1. Brief overview of school-based curriculum development in each country (What are general patterns in practices of SBCD?)
2. Research findings covering one or more of the following leading questions for the symposium:
a. What curriculum design competencies are expected from teachers in each country?
b. To what extent do teacher training colleges and/or in-service programs pay attention to these curricular competences in each country?
c. To what extent is cross-fertilization taking place between teachers' curriculum design efforts in schools and their professional development (What do teachers learn by being involved in design activities)?
3. Conclusion
Method
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Expected Outcomes
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References
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