Alternative Curriculum Perspectives: Implications for Teachers’ Curriculum Development in Taiwan
|論文名稱(英文)：||Alternative Curriculum Perspectives: Implications for Teachers’ Curriculum Development in Taiwan|
|英文關鍵字：||curriculum; teacher education; education reform|
|摘要(英文)：||Educational reform over the past decade in Taiwan has created new curricular tasks and responsibilities for teachers. The decentralization of curriculum to a school-based development approach has created both new challenges for teachers and schools as well as new opportunities for teachers to grow and develop as professionals and for schools and communities to work together in the formation of curriculum that is deemed appropriate for students. Teacher education, likewise, has new responsibilities, since teachers previously have not needed to be prepared for the kinds of curricular responsibilities they now have. In the past, teacher education could focus on providing teachers with knowledge and skills that were relevant to the school curriculum that was in place. Now, teacher education is needed that helps teachers develop their capacities for developing curriculum. This article addresses the needs of teachers for guidance and support in their widened curricular responsibilities and the needs of teacher education to provide these in preparing teachers for their new roles.
Three perspectives of curriculum are discussed. These perspectives have histories of varying lengths in formal schooling and one or more of them are reflected in all countries with formal schooling systems. The perspectives represent values and assumptions underlying curriculum and ways of thinking about curriculum. Each perspective is discussed in terms of the ways of thinking and assumptions and values it reflects, roles of teachers and learners, ways of designing curriculum, and its consequences and implications. Examples of curriculum and curriculum design reflecting each perspective are described. An understanding of the curriculum perspectives helps educators and those working with them to create curriculum to consider their own curricular perspectives, values, and priorities. Examining one’s own values and beliefs enables one to be clear about purposes for curriculum that is being developed and ways of designing it that are consistent with those purposes. The likely result from such processes is coherent curriculum that addresses consciously chosen purposes and goals.
The article focuses on use of the three perspectives by teachers and school curriculum committees in developing new curriculum and in evaluating already developed curriculum and curricular materials. It is suggested that one of the perspectives provides an overarching frame within which the other two can be used when appropriate. The perspectives’ usefulness in teacher education for helping current and prospective teachers fulfill their new roles as curriculum decision makers and designers is discussed. Conditions that facilitate and hinder adoption of new perspectives and practices are discussed in relation to this time of curriculum change in Taiwan. It is suggested that along with the challenges that the changes have brought, this is also a time of opportunity to consider new perspectives and possibilities
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