CURRICULUM DEVELOPMENT

Teacher Involvement in Curriculum Development

Abstract

The relevance of actively involving teachers in curriculum development cannot be overstated. This is more so the case given that for a curriculum to be purposeful and/or effective, it must reflective of not only the objectives and goals of a given program, but also its instructional resources and philosophy. This way, the curriculum can be seen to be aligned with the expectations as well as demands of the student population being served. Teachers occupy a strategic position owing to their direct interaction with learners in the course of instruction which gives them a unique perspective of some of the factors that should be taken into consideration in curriculum development efforts. Curriculum development committees could, thus, benefit immensely from roping in teachers and seeking to tap their special knowledge about how well various concepts could work in practical classroom settings. However, it would also be prudent to note that successful curriculum development efforts ought to incorporate the insights of all key stakeholders in addition to teachers. It is in such a collaborative framework that improvements deemed positive, progressive and purposeful or meaningful can be created in the educational realm.

Key words: curriculum development, teacher, education, learners

Introduction

To ensure that learning beneficial, and is hence reflective of the various changes and advances in diverse realms of life, education programs should be adapted from time to time. This is more so the case given that an education program cannot be deemed effective if fails successfully address the distinct needs of the learners for whom it is designed, i.e. in as far as equipping them with the relevant skills and capabilities is concerned. It therefore follows that the relevance of revising and reviewing the curriculum on a continual basis cannot be overstated. This text largely focuses on the need for teacher involvement in curriculum development. In so doing, it will present the teacher as a crucial stakeholder in the curriculum development process. More specifically, this write-up presents an argument to the effect that teacher involvement in curriculum development is crucial for the said process to effectively meet the needs of learners.

A Concise Definition of Curriculum Development

Sue (2012) is categorical that curriculum development happens to be part and parcel of the larger education system. There exists no standard or assigned definition for curriculum development. This is more so the case given that various authors and practitioners in the realm of education have in the past floated multiple definitions in an attempt to assign meaning to this particular process. We could, however, come up with a concise definition for curriculum development after assigning meaning to curriculum as a word or concept. In basic terms, curriculum happens to be a sequence or series of coursework, within a particular area or content focus (Lunenburg, 2011, p. 114). With this in mind, curriculum design could be conceptualized as all efforts that involve the revision, adaptation, refinement, or enhancement of the said coursework series or sequence. This is the definition that will be embraced in this write-up.

There are various phases that are involved in curriculum development efforts. The said phases, according to Maphosa and Mutopa (2012) are; design, dissemination, implementation, and evaluation. The involvement of teachers in curriculum development efforts should, thus, be considered from the perspective of these four phases. In most cases, the curriculum development agenda is initiated and pursued by educator committees that collaborate at various levels i.e. at the federal, state, and/or local levels (Ramparsed, 2000).

Key Stakeholders in Curriculum Development

In basic terms, stakeholders in this context could be inclusive of all those individuals who, for one reason or another, have...

…a concern which could be remedied by ensuring that meaningful insights and viewpoints relating to extent of involvement are considered. There may also be need to have in place a system for the effective management of expectations.

It should also be noted that there may be need to consider the appropriate incentives for teacher participation in curriculum development. Various formats of incentives could be taken into consideration in this case. These could be inclusive of recognition and financial rewards (such as extra pay). To a large extent, the said incentives could motivate participating instructors to not only create time for involvement, but also apportion to the exercise/process the effort and focus it deserves, i.e. in terms of engagement in research efforts.

Conclusion

In the final analysis, it should be noted that this text clearly indicates that teachers play a huge and instrumental role in curriculum development efforts. Their viewpoints, ideas, and opinions ought to be actively sought and captured in curriculum development efforts. However, as has also been indicated, curriculum development should be a collaborative undertaking that brings together various stakeholders in a consultative forum. Some of the other stakeholders that have been highlighted herein are inclusive of, but they are not limited to; parents, administrators and curriculum managers, students, curriculum development specialists, other specialists/xperts in diverse realms, the government, professional bodies, etc. However, the role of teachers comes out as being more crucial owing to the fact that in addition to possessing better understanding of the actual practice of teaching than almost anybody else, they also happen to be the actual implementers of the curriculum in the various learning settings. For teachers to make meaningful contributions to curriculum development, they need to be empowered in terms of ensuring that they are equipped with the relevant skills and capabilities to be effective collaborators in…