CURRICULUM AND THE TEACHERS

ROLE OF TEACHERS IN CURRICULUM DEVELOPMENT PROCESS

• provide instruction– Literacy– Numeracy– Craftsmanship or vocational training– the arts– Religion– Civics– community roles– life skills.

Things to consider when implementing a new curriculum

• Programme philosophy– how the new programme may impact students, parents,

administrators• Content

– Familiar or unfamiliar• Pedagogy

– Teachers need opportunities to become familiar with the new program's pedagogical approach

• Components of the program – Teachers will need opportunities to learn about the components

of the new programme early in the implementation phase

Factors influencing the implementation of a curriculum in schools:

• School ethos– school beliefs towards the new curriculum

• Resources– Adequacy of equipment are required

• Professional support– Support for teachers from both within the school and

outside• Professional knowledge– Knowledge and understanding which teachers possess

• Professional attitudes– Attitudes and interest of teachers toward the new

curriculum• Time– Time available for preparing and delivering the

requirements of the new curriculum• Interest– Teachers’ own ability and competence to teach

the curriculum

Important Roles of Teacher in Curriculum Development

• Leader who can inspire and influence students• Coach/guide who helps students to improve

on their skills and insights.• Disseminator of knowledge and skills • Role model • Innovator, creative, resourceful and

encourages diversity and individuality in his students

Code of Ethics

Ethical responsibilities to students

Ethical responsibilities to Family/Communit

y

Ethical responsibilitie

s to Colleagues

• Teachers will educate students to high standards of achievement

• The teacher is committed to developing the skill sets needed by the students in their classrooms

• The teacher creates a classroom environment that is respectful, emotionally secure and physically safe for students.

Ethical responsibilities to students

Ethical responsibilities to Family/Community

• The teacher shall inform families of program philosophy, policies and personnel qualifications

• The teacher shall maintain confidentiality and shall respect the family’s right to privacy,

• The teacher shall be objective and accurate in reporting the knowledge

Ethical responsibilities to Colleagues

• show respect for personal dignity and for the diversity found among staff members

• Teachers who do not meet program standards shall be informed of areas of concern

• The teacher shall exercise care in expressing views regarding the professional behaviour

Knowledge and skill practitioner

• Teacher is competent in applying his theoretical knowledge in various pedagogic contexts

• creates learning experiences that make these aspects of subject matter meaningful for students.

• provide learning opportunities that support their intellectual, social and personal development

• teacher should possess the ability to harmonically arrange what has been selected to be offered to the students.

• adopt technology as a means for becoming more effective in producing his own materials

Educare and educere (Practitioner)

• "educare“– which means to train or to mold

• "educere" – meaning to lead out

Social agent (Analyst)

• teacher has a large role in guiding the behaviour of the young pupils

• teacher is often a motivator for pupils, encouraging or reproving them as appropriate

Agent of change (Decision maker/Analyst)

• is an individual who influences clients’ innovation decisions in a direction deemed desirable by a change agency

• has to directly work with the teachers to adopt an innovation and encourage them to become opinion leaders in their own interpersonal network

• Has to teach teacher on how to use technology– can incorporate technology into their curriculum

Researcher

• Teacher as a researcher involves the commitment to systematic questioning of one’s own teaching as a basis for development

• benefits – the development of clearer theory of language

and learning– Increase knowledge and understanding of

classroom practice, and increased teaching skills

• easier collaboration with pupils and the potential to develop a shared commitment to the desired improvements

Mentor (Practitioner/Decision maker)

• A mentor is one who guides and supports students to ease them through difficult transitions

• Mentoring implies a close relationship within which the model may be a role model, consultant, advisor, source of wisdom

• Mentoring is defined as a nurturing process for the purpose of promoting the latter’s professional and/or personal development

• A mentor tries to develop individual’s strengths to maximize their professional and personal potential

Manager(Decision maker)

• Teacher must manage a classroom environment– to fit their goals and to maximize learning

• involves modeling a positive attitude towards the curriculum and towards school and learning in general– reveal a caring attitude towards learning and the

learning environment help to instill and reinforce similar attitudes in their students

• Teachers are required to manage and process great amounts of clerical work– Paper work, attendance, test to mark

Relationship between teacher beliefs and curiculum implementation

• The key to getting teachers committed to a curriculum is to enhance their knowledge of the curriculum

• teachers need to be trained and workshops have to be organised for professional development