Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning
This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications f
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Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning
Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning
Jules Pieters • Joke Voogt • Natalie Pareja Roblin Editors
Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning
Editors Jules Pieters ELAN Department of Teacher Professional Development University of Twente Enschede, The Netherlands
Joke Voogt Department of Child Development and Education University of Amsterdam Amsterdam, The Netherlands
Natalie Pareja Roblin University of Applied Sciences Amsterdam, The Netherlands
ISBN 978-3-030-20061-9 ISBN 978-3-030-20062-6 (eBook) https://doi.org/10.1007/978-3-030-20062-6 © The Editor(s) (if applicable) and The Author(s) 2019. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made. The images or other third party material in this book are included in the book’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
Sound curriculum design practices are necessary conditions for a curriculum that is relevant and based on up-to-date knowledge of teaching and learning. There is large agreement on the importance of teachers’ active involvement in curriculum design for deep and sustainable educational change. The reasoning behind this is threefold: • By involving the professionals who engage daily with students, we can come to context-specific innovative curricula that have more relevance and therefore incr
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