Teachers as curriculum developers : a case study of natural sciences teachers in a school district

[摘要] This investigation reports on the extent to which teachers became curriculumdevelopers while participating in a collaborative research project with a universitybased researcher as facilitator. The aim of this study was to examine teacher'sinteraction with learning support materials, fostered by a process of professionaldevelopment, to gain insight into their potential to engage in the activity ofcurriculum development.To support this whole process, the research strategy of Action Research wasemployed. Teachers were introduced to the learning support materials duringinitial workshops, and links were established with the RNCS and the threelearning outcomes for the learning area of Natural Science. They were thenrequested to draft a lesson plan, and following the implementation of thematerials, observation of the teachers engaging with the materials, and a processof reflection, they were once again requested to re-draft the initial lesson plan.Three frameworks for analysis, situated within the interpretive paradigm, wereemployed to ascertain to which extent both professional and curriculumdevelopment was evident at the conclusion of the program. The analyticalframework used to ascertain the measure of professional development was themodel proposed by Bell and Gilbert (1994), consisting of three aspects namely,personal, professional and social development. The two frameworks employedfor the analysis of possible curriculum development were firstly, a model adaptedfrom the research by Boomer (1992) consisting of five stages for mapping thecurriculum, and secondly the model proposed by Remillard (1999) that includesthree arenas of curriculum development, namely curriculum design, constructionand mapping.The conclusions of this investigation were that teachers partially engaged withthe activity of curriculum development, and that a certain measure of professionaldevelopment was achieved by the participating teachers. Recommendations forfurther research was that a more sustainable effort over a longer period of timeconstituting the aspects of action research, and even added different learningsupport materials should be engaged in. Also that could be conducted on a largerscale involving more schools, and also closer links to be established with theeducational structures and authorities.

[发布机构] Stellenbosch University