000 04350nam a22006255i 4500
999 _c101776
_d101776
001 978-3-030-20062-6
003 DE-He213
005 20210117160120.0
007 cr nn 008mamaa
008 190919s2019 gw | s |||| 0|eng d
020 _a9783030200626
024 7 _a10.1007/978-3-030-20062-6
_2doi
040 _cМУБИС
050 4 _aLB2806.15
072 7 _aJNKC
_2bicssc
072 7 _aEDU007000
_2bisacsh
072 7 _aJNDG
_2thema
082 0 4 _a375
_223
245 1 0 _aCollaborative Curriculum Design for Sustainable Innovation and Teacher Learning
_h[electronic resource] /
_cedited by Jules Pieters, Joke Voogt, Natalie Pareja Roblin.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aXII, 424 p. 13 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aForeword -- Section One: Setting the Scene for Curriculum Innovation -- Section Two: Analysis -- Section Three: Design and Implementation -- Section Four: Impact on Students, Teachers and Institutional Practices -- Section Five: Sustainability of Curriculum Innovations -- Section Six: Conclusions and Perspectives. .
506 0 _aOpen Access
520 _aThis open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.
650 0 _aCurriculums (Courses of study).
650 0 _aEducation—Curricula.
650 0 _aTeaching.
650 0 _aEducational technology.
650 0 _aInternational education .
650 0 _aComparative education.
650 0 _aProfessional education.
650 0 _aVocational education.
650 1 4 _aCurriculum Studies.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O15000
650 2 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aEducational Technology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O21000
650 2 4 _aInternational and Comparative Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O13000
650 2 4 _aProfessional & Vocational Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O35000
700 1 _aPieters, Jules.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aVoogt, Joke.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aPareja Roblin, Natalie.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030200619
776 0 8 _iPrinted edition:
_z9783030200633
776 0 8 _iPrinted edition:
_z9783030200640
856 4 0 _uhttps://doi.org/10.1007/978-3-030-20062-6
942 _2ddc
_cEBOOK