Teacher Collaborative Curriculum Design in Technical Vocational Colleges: A Strategy for Maintaining Curriculum Consistency?

Autor/inn/en	Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.
Titel	Teacher Collaborative Curriculum Design in Technical Vocational Colleges: A Strategy for Maintaining Curriculum Consistency?
Quelle	In: Curriculum Journal, 26 (2015) 4, S.601-624 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2015.1058281
Schlagwörter	Technical Education; Vocational Education; Vocational Education Teachers; Teacher Collaboration; Curriculum Design; Reliability; Case Studies; Outcomes of Education; Curriculum Development; Community Colleges; Foreign Countries; Teacher Attitudes; Semi Structured Interviews; Qualitative Research; Yemen + Suchen Sie Ihr Suchwort? Technikunterricht; Ausbildung; Berufsbildung; Ausbilder; Lehrerkooperation; Lehrplangestaltung; Reliabilität; Case study; Fallstudie; Case Study; Lernleistung; Schulerfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Community college; Community College; Ausland; Lehrerverhalten; Qualitative Forschung; Jemen
Abstract	The Technical Vocational Education and Training (TVET) curriculum requires continuous renewal and constant involvement of stakeholders in the redesign process. Due to a lack of curriculum design expertise, TVET institutions in developing contexts encounter challenges maintaining and advancing the quality and relevance of their programmes to the needs of the labour market. The purpose of this multiple-case study is to describe the potential of teacher collaborative curriculum design (TCCD) in TVET colleges for improving the internal and external consistency of curricula. The study describes how four teams from different TVET college departments redesigned their programmes systematically and relationally to improve their internal and external consistency. The findings indicated that although the teams found the re-design task a challenge, they felt positive about the TCCD experience and its outcomes. The design teams also perceived the consistency of their programmes to have improved. The criticality of the support offered to the teams and the variety of the teams' design work were salient themes captured during the design process. It is concluded that "supported" TCCD teams, applying a systematic and relational approach, can be an efficient strategy for maintaining the consistency of the TVET curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01