Curriculum Development

 

                          Journal Review

Curriculum Development: Teacher involvement in Curriculum Development by Ayesh Merfat.

Review by : Eunice Gathoni

                          

                           Name:Eunice Gathoni

                            Student Number:R1809D6255530

                           Course: Fundamentals of  Curriculum

                            Code : UU—EDU—720—ZM—25013

                            Tutor :Loanna  Theokatou

                            Date:23/04/2021

 

                            Table of Content

 

Abstract………….1

Introduction…….1

Importance of teacher involvement in Curriculum Development process……..2

Challenges faced by teachers in Curriculum Development process………………2

Preparation of teachers for involvement in Curriculum Development process………3

Teachers role in Curriculum Development process……3

Conclusion……….4

References………5

 

 

1

 

Abstract

Merfat clearly states in the abstract that for curriculum development to be effective and successful at the implementation, teachers need to be brought on board in the curriculum development process. He goes on to explain what should be reflected in an effective curriculum for instance; goals, philosophy ,objectives, learning experiences, resources and assessment in a specific educational program Guide to Curriculum Development (2006). He states that this can be subject specific or a generalized overview of expectations.

However ,calling the process a ‘usable tool' in assisting teachers to actualize development strategies, methods and materials necessary for success is vague and unclear. This is because he is writing of the curriculum development process  not the content of each subject.  At this point he should show how the teacher is to be a useful resource or Factor in the curriculum development process or why the teacher should be a strong stakeholder in the process of curriculum development of any country.

Nonetheless, Merfat fails to state that the teacher is an important stakeholder because he or she has” a right to comment on and to have input into the curriculum offered in schools” Conley and Gladman( 1988).It it is also important to note that this article does not have any review question. I will introduce some of the questions I feel should have been asked:

1). What is a curriculum?

2). What is curriculum development process?

3). How is the teacher a stakeholder in the curriculum development process?

4) will involving the teacher in the curriculum development process produce a biased curriculum?

I feel some of the questions that muffin should have included in his journal.

 

                                 Introduction

Merfat highlights the goal of a successful and effective curriculum as to meet the demands and needs of culture, society and expectations of the population that it serves. I agree with this because  a system of education should serve the population for whom it is meant for .When it is found to be wanting or unproductive, review is necessary (Johansson 2001.It is true that the process of curriculum development can be challenging and calls for involvement of all the stakeholders more so those that are charged with the responsibility of implementing it in class ,that is, the teachers.

 I concur with Merfat that the teachers are a very useful resource in the successful curriculum development as well as its review and provision time and time again  Johnson( 2001). This is why Merfat's article discusses the importance of the teacher involvement as a stakeholder in the curriculum development. He goes on to look at the challenges that the teacher faces in the curriculum development, the teacher's role and preparation for the process of curriculum development.

 

2

 Importance of teacher involvement in curriculum development.

Merfat categorically and rightly states that the teacher is the most important stakeholder in the curriculum implementation process. It is evident that their vast experiences and competences, teachers are key in any curriculum development agenda and process.I totally agree with him that this is so because different from all other stakeholders who take part in the process of his development, teachers are the only people who are responsible of its actual implementation in  class. All other stakeholders leave it at the paper or policy level to be actualized by the teacher and so the teacher is one stakeholder that must be brought on board. If this process is to be successful and effective in the process of its development as well as implementation and a possibility of getting the desired objectives and outcomes then, this stakeholder must participate. However, it is a well-known fact that teachers are left out in the development of curriculum in many countries of the world. Teachers ẞ are left out and are only brought on board during implementation and this is where the disconnect begins. They are to struggle to implement what somebody else developed which sometimes is an uphill task .Leaving out the teachers at the initial stage is unacceptable because they implementers must know and understand what they are supposed to implement on the ground.

 It is agreeable and Merfat  points out that the curriculum development policy makers must consider the teacher as a valuable Factor that affects the curriculum Carl (2009). Without doubt, the teacher being on board is paramount for the effective and meaningful development of a successful curriculum. They should not be left at the bottom of the chain as classroom implementers only but should also take part in its development process to bring in their vast know-how especially on the content and methodologies in pedagogy during the later stages of implementation .

           challenges faced by teachers in curriculum  development Process

I agree with Merfat that the teachers must be involved in the curriculum development process in meeting the needs of society through  curriculum . Now, one thing that should also be noted that teachers are part of this society and therefore they should act and reflect the society's needs in each stage of the curriculum development process. Tanner and Tanner in Carl (1986) states that”……. if teaching is to be a profession the teacher must participate in curriculum development….. professionalism is inextricably intertwined with curriculum development”. However, the teachers are unable to be themselves in this process of curriculum development because they are already policies in place that must be followed without question. Other times, the mandate of the teacher in the development process may be vague or unclear because it is not their idea that are to be discussed on board but they are those ideas that have already been deliberated on by those in power that be. In other instances, teachers may not be very well-versed with the process of curriculum development especially if one were to consider some countries that hire unqualified teachers . If such teachers are brought on board during the curriculum development process, then they may lack the prerequisite knowledge to develop the curriculum. Their participation in this process may be limited or hampered by the lack of necessary knowledge Ramparsad (2000). Consequently, I feel that there should be continuous advancement of the teachers through teacher development programmes to enlighten them of what is required in such a process of curriculum development; as well as for them to be in a position to reflect clearly and correctly on the needs of the society at every stage of the curriculum development process. I agree with Merfat that not all teachers may be involved in the curriculum development process but, the more the teachers are developed professionally the better the process will be at the implementation level as well. It is therefore important that as many teachers  as possible are taken through the teacher development programmes Handler (2010).

 

3

         Preparation for teachers in involvement of curriculum development process

I think what Merfat wanted to bring out here is the prerequisite skills that will be needed by the teachers that are to take part in the curriculum development process. That is to say if teachers are to be an integral part of the development process ,let them be trained in advance probably through workshops and seminars. This will double up as teacher professional development courses as well as create the requisite knowledge to fully participate productively in the process of curriculum development Carl, (2009).

However I don’t agree with  Merfat that such  training should be for the purposes of a teacher gaining points for personal emolument . The skills so acquired should go a long way in improving the teacher professionally and should be a benefit to the society as well.

           Teacher's role in curriculum development process

I agree with the fact that the major role of teachers is to implement the curriculum in the classroom through the learning teaching process .They work with the learners through the implementation of the curriculum .They draw the syllabus and lesson plans from the curriculum with the given framework to meet the learners specific needs Carl, (2009). Therefore, the teachers need even more empowering in the area of curriculum development process as well as its implementation level. I am convinced that the level of teacher  involvement as the center of curriculum development leads to effective implementation and achievement of the curriculum goals Fullan, (1991).

Undoubtably,the teacher’s role  becomes a very important Factor in the successful curriculum development implementation and measurements. Additionally, the teacher should collaborate with the other team players and specialist to produce educational materials and resources to be used to run the curriculum.Finally, teachers involvement in the whole curriculum development and implementation is to align the student’s needs with the content of the curriculum.

However I need to point out that Merfat  has brought in the idea of a downside that would be possible by involving a teacher in the curriculum development process. Is it possible that with teachers involvement there is a possibility of a biased curriculum? A more teacher-centered as opposed to student-centered curriculum?

 

4

        Conclusion

I agree with Merfat that no curriculum is perfect,cast on stone or free from criticism and that needs constant review and revision. However, it must be accepted by all the stakeholders. For it to be effective the community must validate it as well as  the parents for it to be said to be acceptable Guide to Curriculum, (2006).

Therefore my opinion is that curriculum development should be a process with the goal of meeting students and society’s needs and not a destination. I agree that the curriculum should be a living document that keeps on changing and getting improved .As such, it must be adapted to constant changes in the educational spaces and the community at large Glickman , (2013). Finally, I submit in agreement with Merfat that all processes including the curriculum development process must adapt to change and work must be put in for the betterment of the final outcome. Assessment and evaluation give feedback needed to grow towards self actualization of the curriculum.

 

 

5

                                    References

Carl, A.(2009). Teacher empowerment through curriculum development theory in practice Juta & Company Ltd.

Education,Inc.Bereau of curriculum and instruction. Connecticut State Department of Education,(2006).

Guide to Curriculum Development: Purposes, practices and procedures. In Connecticut State Department of Education.

Fullan, (1991). The Meaning of Educational Change .New yolk: Teacher College Press.

Glickman,D. Et al (2013).The Basic Guide to Supervision and Instructional Boston, Pearson.

Handler, B .(2010). Teacher as Curriculum Leader: A Consideration of the  Appropriateness of that Role assignment to Classroom Based practioners.International Journal of  Teacher Leadership. Volume 3.ISSN:1934-9726

Johnson, A. (2001). Curriculum Revision That Works. In principals of effective change. Retrieved March 10,2014.

Ramparsad (2000). A Strategy for Teacher Involvement in Curriculum Development. South African Journal of Education.

Tanner,D.& Tanner,L. (1995). Curriculum Development. Theory into Practice: Englewood Cliffs: Merrill.

 

 

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