Curriculum and The Teacher

CURRICULUM AND THE TEACHER
TOPICS TO BE ADRESSED IN DESIGNING PROFFESSIONAL DEVELOPMENT

OPPORTUNITIES FOR TEACHERS WHO ARE IMPLEMENTING A NEW
CURRICULUM.
 Programme philosophy: how it will affect the stake holders.
 Content: teachers may find the curriculum introduces content with which they
are not familiar with.
 Pedagody: teachers need opportunities to become familiar with the new

programme’s pedagogical approach..
Pedagogy is the science and art of education, specifically instructional theory. An

instructor develops conceptual knowledge and manages the content of learning
activities in pedagogical settings. Modern pedagogy has been strongly influenced by
the theories of three major heavy-weights in the science of human development: Jean
Piaget's cognitive theory of development and Lev Vygotsky and Jerome Bruner's
social interaction and cultural theory. Piaget argued that children construct an
understanding of the world around them, and then experience discrepancies between
what they already know and what they discover in their environment. Vygotsky and
Bruner's theory complimented Piaget's discovery. The social-interactionist theory
stated that pedagogy should be designed around the fact that learners construct the
new language through socially mediated interaction.
Although Piaget, Vygotsky and Bruner conducted their research during the mid-to-
late 1900s, they continue to influence pedagogy today. These theorists have laid a
foundation for pedagogy where sequential development of individual mental
processes—such as recognizing, recalling, analyzing, reflecting, applying, creating,
understanding, and evaluating—are scaffolded. Students learn as they internalize the
procedures, organization, and structures encountered in social contexts as their own
schemata. The learner requires assistance to integrate prior knowledge with new
knowledge. Children must also develop metacognition, or the ability to learn how to
learn. Learning how to integrate prior knowledge and learning how to learn should be
a part of the classroom experience and should be facilitated by the teacher.
Simply put, pedagogy is defined as many different types and variations of teaching.
As such, there are many different ways in which students learn and teachers teach.
Some of these ways are inclusive of discovery learning, group learning, hands on
learning, distance learning, and independent study.
 Components of the programme: teachers will need opportunities to learn about

the components of the new program early in the implementation phase.
FACTORS INFLUENCING THE IMPLEMENTATION OF A CURRICULUM IN

SCHOOLS.
 School ethos: school belief toward new curriculum
 Adequaetly of resources: resources , facilities required for implementing new

curriculum.
 Professional support: support for teachers within the school and outside.
 Professional knowledge: knowledge and understanding which teachers posses of

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.
CODE OF ETHICS
 Ethical responsibilities to students: teachers will educate pupils to high

standard of achievement. Teacher shall use best professional practices and
material and the teacher is knowledgeable of and delivers the standard based
curriculum.
 Ethical responsibilities to family/society: the teacher shall inform families of

programme philosophy, policies and personnel qualification and why we teach as
we do, which should be in accordance with ethical responsibilities of students.
 Ethical responsibilities to colleagues: the teacher shall show respect for

personal dignity and for the diversity found among staff members and to resolve
matters collegiality. The teacher shall exercise care in in expressing views
regarding the professional behaviour.
IMPORTANT ROLES OF TEACHER IN CURRICULUM DEVELOPMENT

 Leader who can inspire and influence students through expert and referent power
but never corncieve power.
 The teacher empower students and get them to do things of which they think they
were not capable.
 Coach/guide: who help students to improve on the skills and insight.
 Deserminator of knowledge and skills.
 Role model to the student: practices what he says.
 Innovator, creative, resourceful and encourages diversity and individuality in the

student.
Other important roles of the teacher are:
1. Knowledge and skill practitioner:
 The teacher is a professional, an educator and a practitioner in knowledge and

skills. He is an effective practitioner and analyst, who through teacher education
is competent in applying his theoretical knowledge in various pedagogical
contexts.
 Understands the central central concepts, tools of inquiry and structures of the
discipline he teaches and creates learning experiences that make these aspects of
subject matters meaningful for students.
 Understand how children learn and develop and can provide learning
opportunities that support their intellectuals, social and personal development.
 Eclectic in the sense of being able to synthesis rather than merely select what is
available.
 Adopt technology as a means for becoming more effective in producing his own
materials, accessing the internet to gain information, ideas and core materials
which will provide the basis for presentation to students.
2. Educare and educere (practitioner): educare is to ‘lead, draw or bring out to

uncover’
 What or where are we trying to lead students to? Do we really think by
determining intellectual and personal qualities? Do we really think that all
students are alike, especially when choosing the best method to use.
 Educere is to rear or bring up allow: allow to emerge as needed. By trying to

think about what will emerge, how to control what will emerge and what the
teaching response to students will be. Educere focuses on nurturing and taking
care of what will emerges when students engange in the learning process.
3. Social agent(analyst): the student expect that the teacher will influence the
learning environment.
 The teachers role may be include the management of the social interaction that is
conducted as part of the learning process.
 The teacher is often a motivator for pupils, encouraging or reproving them as

appropriate.
4. Agent of change(decision maker): a change agent is the one who influence clients
innovation decision in the direction deemed desirable by a change agency.
 Agent of change develops his or her own professional learning which he has
encompassed strategies and interpersonal skills essential for managing change
within the school.
 Through significant steps, one has to update and improve the culture of the school
to influence the staff to become more collaborative and reflective in their practice
to be flexible and more responsive to the positive outcomes of change and the
development of their own professional learning, creating a learning community.
5. Researcher: involves the commitment to systematic questioning of one’s own

teaching as a basis for development .
 The commitment and skills to study one’s teaching and concern to questioning
and testing theories in practice by using skills and readiness to allow other
teachers to observe your work directly or through recordings and to discuss it
with them on an honest basis.
6. Mentor: guides and supports students to ease them through difficult transions.
 Developing individuals strength to maximize their professional and personal
potential.
7. Manager: teachers are required to manage the process great amounts in the
process teaching and learning.
 It involves modelling a positive attitude towards the curriculum and the school in
general.
 Structure the learning environment.
RELATIONSHIP BETWEEN TEACHERS BELIEFS AND CURRICULUM

IMPLEMENTATION
 Teachers influence students learning . better teachers foster better learning.
 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 organized for

professional development.

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CURRICULUM AND THE TEACHER

TOPICS TO BE ADRESSED IN DESIGNING PROFFESSIONAL DEVELOPMENT

 Programme philosophy: how it will affect the stake holders.

 Pedagody: teachers need opportunities to become familiar with the new

Pedagogy is the science and art of education, specifically instructional theory. An

 Components of the programme: teachers will need opportunities to learn about

FACTORS INFLUENCING THE IMPLEMENTATION OF A CURRICULUM IN

 School ethos: school belief toward new curriculum

 Adequaetly of resources: resources , facilities required for implementing new

 Professional knowledge: knowledge and understanding which teachers posses of

 Interest: teachers own ability and competence to teach the curriculum.

 Ethical responsibilities to students: teachers will educate pupils to high

 Ethical responsibilities to family/society: the teacher shall inform families of

 Ethical responsibilities to colleagues: the teacher shall show respect for

IMPORTANT ROLES OF TEACHER IN CURRICULUM DEVELOPMENT

 Coach/guide: who help students to improve on the skills and insight.

 Deserminator of knowledge and skills.

 Role model to the student: practices what he says.

 Innovator, creative, resourceful and encourages diversity and individuality in the

Other important roles of the teacher are:

1. Knowledge and skill practitioner:

 The teacher is a professional, an educator and a practitioner in knowledge and

2. Educare and educere (practitioner): educare is to ‘lead, draw or bring out to

 Educere is to rear or bring up allow: allow to emerge as needed. By trying to

 The teacher is often a motivator for pupils, encouraging or reproving them as

5. Researcher: involves the commitment to systematic questioning of one’s own

 Structure the learning environment.

RELATIONSHIP BETWEEN TEACHERS BELIEFS AND CURRICULUM

 Teachers influence students learning . better teachers foster better learning.

 The key to getting teachers committed to a curriculum is to enhance their

 Teachers need to be trained and workshops have to be organized for

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