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.

[Quoted from p. 331]

Author/creator

Bakah, Marie A. B.

Nihuka, Kassimu A.

Gendole, Arkato

Date

2019

In publication

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

Editor

Pieters, Jules

Voogt, Joke

Pareja Roblin, Natalie

Pages

331-345

Publisher

Springer Nature

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Edited Collection/Anthology

IRE Approach/Concept

Co-Design

Scale Up

Sustainability

Collaborative Curriculum Design

Primary national context

Ghana

Tanzania

Ethiopia

Language

English

Open access/full-text available

en Yes

URL

Link to Book

Open Access PDF

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

Cited in

Introducing Improvement Research in Education

Item sets

IRE Handbook Introduction Citation

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