How do teachers read curriculum? Is it just the content and structure of textbook or something large than those?
If we look at teachers as professional, how do we define 'teacher freedom' and its exercise in the class?
What should the teacher look in assessing students' learning? Is the THB make it very clear for the teacher in terms of learning goals, learning objective etc?
If the textbook is seen as one of the resources for teaching and learning, will the grand and rigid structure of the textbook narrative permit the use of textbook as one among the resources?
Teacher autonomy is permitted by the educational system, which make them as instrumentals of implementing the curriculum of the whims and fancies of executives. Teacher is not considered as a thinker butt the curriculum envisages the students as a thinker? How can this dichotomy be possible in a single system and a single curriculum?
How do we choose matter to be put to the curriculum? How do we decide? How do we decide whether the law of thermodynamics to be learned by all students in the 9th/10th class? Do we have to cover all topics?
“We worked with teachers, we sat with them, but thinking honestly now, most of the thinking was ours. The teachers job was limited...” How does the idea of inclusion of teachers in the entire curriculum development process view this? To what extent are we critically aware of our hegemony in the textbook or curriculum development process?
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