Session Information
03 SES 05, Teachers' Professional Development in Curriculum Design: Insights from Ireland, the Netherlands and Romania
Symposium
Contribution
School-based curriculum development efforts in the Netherlands lead to many concerns and challenges for schools and teacher design teams. Practicing teachers experience lack of confidence in curriculum design skills, leading in many cases to either minimal changes or an unbalanced curriculum. These findings suggest that schools need an increasing number of teachers and school leaders who can take the role of 'curriculum leaders'. Taking this concern into consideration, the following analysis, design and evaluation activities have been performed: 1. Analysis and synthesis of curriculum design competencies of teachers; 2. Analysis of attention paid by pre- and in-service teacher education to these competencies; 3. Design and formative evaluation of an in-service learning trajectory for secondary school teachers who opt for becoming curriculum leaders (next to their teaching duties). 4. Design and expert appraisal of a draft learning strand, making distinctions in curriculum design competencies that need to be covered in pre-service education (less complex) and in in-service education (increasing complexity). In the contribution the design and research activities and findings related to these four components will be addressed and the next steps, such as the scaling-up initiatives of the learning trajectory and learning strand will be discussed.
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