Towards a Framework for Professional Curriculum Design

Autor/in	Winch, Christopher
Titel	Towards a Framework for Professional Curriculum Design
Quelle	In: Journal of Education and Work, 28 (2015) 2, S.165-186 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2014.1001335
Schlagwörter	Curriculum Design; Models; Vocational Education; Instructional Development; Instructional Design; Design Requirements; Professional Development; Accountability; Skill Analysis; Standard Setting; Educational Policy; Educational Practices; Comparative Education; Regional Planning; Foreign Countries + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Analogiemodell; Ausbildung; Berufsbildung; Teaching improvement; Unterrichtsentwicklung; Lesson concept; Lessonplan; Unterrichtsentwurf; Design preferences; Gestaltungsmittel; Verantwortung; Standardisierung; Politics of education; Bildungspolitik; Bildungspraxis; Vergleichende Erziehungswissenschaft; Regionalplanung; Ausland
Abstract	Recent reviews of vocational qualifications in England have noted problems with their restricted nature. However, the underlying issue of how to conceptualise professional agency in curriculum design has not been properly addressed, either by the Richard or the Whitehead reviews. Drawing on comparative work in England and Europe it is argued that vocational and professional curriculum design requires a transparency tool in order to map out the various categories of professional agency and their relationships with each other that need to be taken account of in curriculum design. This tool is not prescriptive but illustrates critical choices that curriculum designers need to make. The categories of agency include: skill, transversal ability, project management and occupational capacity. The further categories of contingent and systematic knowledge are also described, as well as personal characteristics relevant to work (competences). The exercise reveals that certain important categories are not usually taken into account within the English context to the detriment of curriculum design. Some technical issues concerning vocational curriculum design and assessment, such as permeability, levelling, referencing and trust are then discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01