What would you like to do?
The teacher and students involved in curriculum organization each have different roles and responsibilities. Teachers want to enjoy teaching and watching their students develop interests and skills in their interest area. Teachers also want to discover the effective practices of their teaching profession. The teacher creates lesson plans and syllabi within the framework of the given curriculum. The teacher's responsibilities are to implement the curriculum to meet student needs.
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Simply, the role of a teacher in curriculum development is to develop a curriculum according to the student's needs. This will involve both planning and creation as well a…s a knowledge of industry standards.
Well, you should base your curriculum on general student needs for your population, and where the students need to get at the end of the program. Especially in online cu…rriculum, you can't spring huge projects on students the week they are due. You have to let them know up front, and remind them frequently where they are headed and why. Same with the classroom. If the students don't know where they are going, they are likely to be overwhelmed when they find out about something large and panic. After your curriculum is being used, you should revise it, taking into account student feedback. If students are turning in the wrong assignment for instance, maybe you need to go into the course and correct the instructions or reevaluate the assignment to see what is confusing.
importance of the curriculum to a teacher
1. how the three processes of planning, implementing and evaluating are used in curriculum development?
The teacher plays the largest part in curriculum development. The teacher is responsible for implementing and shaping the curriculum as it appears to students.
Implementation is an interaction between those who have created the programme and those who are charged to deliver it. According to Ornstein and Hunkins, 1998. Even though lar…ge sums of money are spent on implementing new curriculum, several of these efforts have failed. According to Sarason (1990), the main reason for the failure is the lack of understanding of the culture of the school by both experts outside the school system and educators in the system. Successful implementation of curriculum requires understanding the power relationships, the traditions, the roles and responsibilities of individuals in the school system. Implementors (whether they be teachers, principals, district education officers) should be well-versed with the contents of the curriculum. They must be clear of the purpose, the nature, and the real and potential benefits of the innovation. As stated by Fullan and Pomfret (1977); "effective implementation of innovations requires time, personal interaction and contacts, in-service training and other forms of people-based support" (p.391). Curriculum implementation requires winning people over and it takes time. Teachers need to feel appreciated and their efforts recognised. Some may argue that they should be given financial rewards but there is evidence to suggest that external motivation contributes minimally to the venture. Individuals contribute their best talents when they are internally motivated and derive a good feeling from being involved. Teachers Without doubt, the most important person in the curriculum implementation process is the teacher. With their knowledge, experience and competencies, teachers are central to any curriculum improvement effort. Regardless of which philosophical belief the education system is based on, there is no denying that teachers influence students' learning. Better teachers foster better learning. Teachers are most knowledgeable about the practice of teaching and are responsible for introducing the curriculum in the classroom. The key to getting teachers committed to an innovation is to enhance their knowledge of the programme. This means teachers need be trained and workshops have to be organised for professional development. Unfortunately, in any curriculum implementation process not all teachers will have the benefit of such exposure. There are just too many teachers and insufficient funds to go around. The most common approach is to have one-day workshops given by experts with the lecture method being the dominant pedagogical strategy. Among the many extrinsic factors identified that may impede curriculum change are adequacy of resources, time, school ethos and professional support. The intrinsic factors are; professional knowledge, professional adequacy and professional interest and motivation. (see Table 7.1). Hence, professional development of teachers is as an important factor contributing to the success of curriculum implementation. To what extent have teacher education programmes required prospective teachers to study curriculum development? Some view teachers as technicians and as such do not include curriculum development in their teacher education programmes. Certainly an adequate teacher education programme should include curriculum development (both the theory and the work of curriculum development) if teaching is to be a profession and if educational opportunities for learners are really to be improved. Below are some topics to be addressed in designing professional development opportunities for teachers who are implementing a new programme. · Programme philosophy: It is important for teachers to understand both the philosophy behind the programme as well as how the new programme may impact students, parents, administrators and other stakeholders. · Content: Teachers may find the curriculum introduces content with which they are unfamiliar, which they have not taught in a while, or is familiar but presented in an unfamiliar way. For example, using a problem-solving approach rather than a topical approach. Factors | Description / Adequacy of resources | Adequacy of equipment, facilities and general resources required for implementing a new curriculum / Time | Time available for preparing and delivering the requirements of the new curriculum. e.g. teachers need enough time to develop their own understanding of the subject they are required to teach. / School ethos | Overall school beliefs towards the new curriculum. Status of the curriculum as viewed by staff, administrators and community. e.g. school administration recognises the importance of the subject in the overall school curriculum. / Professional support | Support for teachers from both within the school and outside. e.g. opportunities to receive ongoing curriculum professional support / Professional adequacy | Teachers' own ability and competence to teach the curriculum. i.e. confidence in teaching / Professional knowledge Professional attitude and interest | Knowledge and understandings teachers possess regarding the new curriculum. e.g. different ways of teaching to foster student learning. Attitudes and interest of teachers toward the new curriculum e.g. keen to teach the subject Table 7.1 Factors influencing the implementation of a curriculum in schools
Yes I think teacher is a curriculum developer.
A teacher has a central role in the development of the curriculum. A teacher must have a comprehensive understanding of the content in the curriculum and must be familiar …with the methodologies to deliver this knowledge to the students. Thus, the role of a teacher is very important in the development of the curriculum.
The learner is the primary reason of developing the curriculum. Everything revolve in curriculum is the interest,skills and abilities of the learner. They are the primary conc…ern of every teacher to meet the interest on teaching process.
The role of parents in any curriculum implementation is critical to the success of their child. The parents need to help their child understand the importance of the curri…culum.
The teacher designs a curriculum based on goals and objectives that are set for students in each grade. Assessments are included in curriculum design to test if students h…ave grasped important concepts.
If the teacher does not go over the required information in order for students to pass the final exam required for the course then they have failed to implement everything in …that curriculum. -B, grade 12
The role of the community members in curriculum implementation is to provide logistics and support the process. This is achieved by participating in the process and giving… feedback.
Students with his curiosity to increase the surrounding environment can for his new questions and learns lesson planning with regard to the increasing needs of the students ca…n intellectual curriculum development.
Teachers are on the front line when it comes to curriculum development. That is they have direct contact with students, and are intimately aware of the needs of their students…. As such they can and should communicate openly and often with the Curriculum developer in the district within which they work. Additionally, teachers may have membership in any of the various professional organizations who work with legislators in the development of state standards and benchmarks.
A faculty member is critical in the process of curriculum implementation. Once a curriculum has been devised, it is up to a faculty member to find an effective way of usin…g the curriculum in the teaching process.