Fostering the Sustainability and Scalability of Curriculum Innovations Through Curriculum Design
Item
Title
Fostering the Sustainability and Scalability of Curriculum Innovations Through Curriculum Design
Abstract/Description
The premise behind collaborative curriculum design in teacher teams is that it is an effective strategy for teachers’ professional development and sustainable innovation of curricula (Voogt, Pieters, & Handelzalts, 2016). In this chapter three small-scale studies in higher education are presented in which teachers collaboratively (re-)designed their curricula in teams. As researchers involved in the three studies, we wanted to know whether and why the teacher design teams that participated in the respective studies continued to exist, and whether their products (the curricula) were still in use. In addition, we were interested in the factors that contributed to whether the teams continued or not and the potential for scaling up the approach within the respective institutions. This chapter discusses these three studies, which focused on examining the sustainability and scalability of teacher design teams in different contexts. We conceptualized sustainability as the continuation of teacher design teams in terms of the approach (collaborative design in teacher teams) and the use of the materials produced by the design teams (courses, teacher guides, hand-outs, etc.). We conceptualized scalability as the expansion of teacher design teams within the institution.
Author/creator
Date
Pages
331-345
Publisher
Springer Nature
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Edited Collection/Anthology
IRE Approach/Concept
Open access/full-text available
Yes
Citation
Bakah, M. B. A., Nihuka, K. A., & Anto, A. G. (2019). Fostering the Sustainability of Curriculum Innovations Through Curriculum Design. In J. Pieters, J. Voogt, & N. Pareja Roblin (Eds.), Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer Nature. https://doi.org/10.1007/978-3-030-20062-6
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 Introducing Improvement Research in Education |
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