Table Of ContentJules Pieters
Joke Voogt
Natalie Pareja Roblin Editors
Collaborative
Curriculum Design for
Sustainable Innovation
and Teacher Learning
Collaborative Curriculum Design for Sustainable
Innovation and Teacher Learning
Jules Pieters • Joke Voogt • Natalie Pareja Roblin
Editors
Collaborative Curriculum
Design for Sustainable
Innovation and Teacher
Learning
Editors
Jules Pieters Joke Voogt
ELAN Department of Teacher Professional Department of Child Development
Development and Education
University of Twente University of Amsterdam
Enschede, The Netherlands Amsterdam, The Netherlands
Natalie Pareja Roblin
University of Applied Sciences
Amsterdam, The Netherlands
ISBN 978-3-030-20061-9 ISBN 978-3-030-20062-6 (eBook)
https://doi.org/10.1007/978-3-030-20062-6
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Preface
Sound curriculum design practices are necessary conditions for a curriculum that is
relevant and based on up-to-date knowledge of teaching and learning. There is large
agreement on the importance of teachers’ active involvement in curriculum design
for deep and sustainable educational change. The reasoning behind this is
threefold:
• By involving the professionals who engage daily with students, we can come to
context-specific innovative curricula that have more relevance and therefore
increased the chance for success in schools.
• By having an active role in the design process, the professional development of
teachers is enabled and supported. In the process of collaborative curriculum,
design teachers learn from one another and from engaging with new content and
pedagogies while improving their design competencies.
• By enabling professional development and curriculum design in teacher teams
and further increasing chances for sustainable curriculum reform.
While teacher involvement in curriculum design offers multiple advantages, it
presents various challenges as well. From a practical perspective, teachers need to
understand the curriculum design process and develop design competencies. From
a scholarly perspective, there is a need to rethink what curriculum design entails:
from a systematic endeavor carried out by professionals to a more intuitive process
carried out by (teams of) teachers.
The chapters in this book contribute to an in-depth insight into what it takes to
actively involve teachers in the curriculum design process. Specifically, the various
chapters examine different aspects of teacher involvement in collaborative curricu-
lum design, with specific attention to its implications for sustainable curriculum
innovation and teacher learning. Curriculum innovation is framed in an interna-
tional context and within broader educational reform issues, paying specific atten-
tion to the implications of collaborative curriculum design for sustainable innovation
and teacher learning across diverse contexts.
The book is organized into six sections. Section 1 introduces the notion of col-
laborative curriculum design by discussing its historical and theoretical f oundations,
v
vi Preface
as well as various approaches commonly adopted to actively involve teachers in the
(co-)design of curriculum materials. Sections 2 and 3 provide examples of how key
phases in the curriculum design process (i.e., needs analysis, design and develop-
ment, implementation) look like across various collaborative curriculum design
projects and discuss the challenges associated with supporting and investigating
such processes. The chapters in Section 4 report on the impact of collaborative cur-
riculum design on student learning, teacher practices, teacher professional growth,
and institutional change. Building on the research evidence about the outcomes of
collaborative curriculum design, the chapters in Section 5 focus on sustainability,
scaling-up, and curriculum leadership issues, which are key to the continuation and
further evolution of curriculum innovations.
The book concludes with two commentaries in Section 6 that critically review
key insights from the various chapters and derive general recommendations and
perspectives for understanding and supporting collaborative curriculum design
projects for teaching and policy practices as well.
We highly appreciate the contributions of the various authors, mainly PhD stu-
dents and their supervisors. Sadly, one of the authors, Anto Arkato Gendole, passed
away during the writing of this book. We would like to dedicate the book to him.
We would also like to thank Emily Fox for her tremendous effort in linguistic and
editorial support and Sandra Schele for the final copyediting work. We also owe
many thanks to Astrid Noordermeer and her associates at Springer Press for their
patience and support during the course of this project. Finally, we would like to
thank the DoCenter Foundation for its financial support.
Enschede, The Netherlands Jules Pieters
Amsterdam, The Netherlands Joke Voogt
Amsterdam, The Netherlands Natalie Pareja Roblin
Contents
Part I S etting the Scene for Curriculum Innovation:
Editorial Introduction
1 Collaborative Curriculum Design in Teacher
Teams: Foundations ................................................................................ 5
Joke Voogt, Jules Pieters, and Natalie Pareja Roblin
2 Classic Design of Curriculum Innovations: Investigation
of Teacher Involvement in Research, Development,
and Diffusion ........................................................................................... 19
Natalie Pareja Roblin and Susan McKenney
3 Teachers as Co-designers: Scientific and Colloquial Evidence
on Teacher Professional Development
and Curriculum Innovation ................................................................... 35
Hanna Westbroek, Bregje de Vries, Amber Walraven,
Adam Handelzalts, and Susan McKenney
4 Teacher Design Teams for School-Wide Curriculum
Development: Reflections on an Early Study ....................................... 55
Adam Handelzalts, Nienke Nieveen, and Jan Van den Akker
5 Culturally Sensitive Curriculum Development .................................... 83
Chantal Gervedink Nijhuis
Part II Analysis: Editorial Introduction
6 Improving Student Internship Through Collaborative
Curriculum Design: Needs and Context Analysis
to Inform the Design Process ................................................................. 105
Edward Akomaning
vii
viii Contents
7 Identifying Needs for Support to Enhance Teachers’
Curriculum Design Expertise ................................................................ 115
Tjark Huizinga, Nienke Nieveen, and Adam Handelzalts
8 Developing TPACK in Science and Mathematics Teacher
Education in Tanzania: A Proof of Concept Study .............................. 139
Ayoub Kafyulilo and Petra Fisser
Part III Design and Implementation: Editorial Introduction
9 Collaborative Curriculum Development
in Teacher Design Teams ........................................................................ 159
Adam Handelzalts
10 Implementation Activities in Design Teams: Opportunities
to Demonstrate and Acquire Design Expertise..................................... 175
Tjark Huizinga, Nienke Nieveen, and Adam Handelzalts
11 Human and Blended Support to Assist Learning About
ICT Integration in (Pre- service) Teacher Design Teams ..................... 191
Ghaida Alayyar and Petra Fisser
12 Facilitator and Peer Support in Collaborative
Curriculum Design .................................................................................. 205
Arkato Gendole Anto and Fer Coenders
Part IV I mpact on Students, Teachers and Institutional
Practices: Editorial Introduction
13 Teacher Learning in Collaborative Professional
Development: Changes in Teacher and Student Practices .................. 229
Arkato Gendole Anto and Fer Coenders
14 Impact of Collaborative Course Design on Instructors’
Practices and Students’ Academic Outcomes ....................................... 249
Kassimu A. Nihuka
15 Improved Internship Practices as a Result of Collaborative
Curriculum Design .................................................................................. 265
Edward Akomaning
16 Tracing Teachers’ Professional Growth from Updating
Polytechnic Courses in Design Teams ................................................... 285
Marie A. B. Bakah
17 From Needs Analysis to Large-Scale Implementation:
Using Collaborative Design to Support ICT Integration .................... 305
Douglas D. Agyei
Contents ix
Part V Sustainability of Curriculum Innovations:
Editorial Introduction
18 Fostering the Sustainability and Scalability of Curriculum
Innovations Through Collaborative Design .......................................... 331
Marie A. B. Bakah, Kassimu A. Nihuka, and Arkato Gendole Anto
19 The Need for Curriculum Leadership to Sustain Systematic
and Collaborative Curriculum Design Practices ................................. 347
Nabeel Albashiry
20 Continuation of Collaborative Curriculum Design
Outcomes: Teachers’ Transfer of Teaching with Technology ...... 365
Douglas D. Agyei and Ayoub Kafyulilo
Part VI C onclusions and Perspectives: Editorial Introduction
21 Co-design as Infrastructuring with Attention to Power:
Building Collective Capacity for Equitable Teaching
and Learning Through Design-Based Implementation
Research ................................................................................................... 387
William R. Penuel
22 Developing the Human, Material, and Structural Aspects
of Infrastructure for Collaborative Curriculum Design:
Lessons Learned ...................................................................................... 403
Susan McKenney
Contributors
Douglas D. Agyei Department of Mathematics and ICT Education, University of
Cape Coast, Cape Coast, Ghana
Edward Akomaning Institute for Educational Planning and Administration,
University of Cape Coast, Cape Coast, Ghana
Ghaida Alayyar College of Basic Education – The Public Authority for Applied
Education and Training, Adailiyah, Kuwait
Nabeel Albashiry University of Auckland Business School, Auckland, New
Zealand
Arkato Gendole Anto School of Graduate Studies, Arba Minch University, Arba
Minch, Ethiopia
Marie A. B. Bakah Institute for Educational Planning & Administration,
University of Cape Coast, Cape Coast, Ghana
Fer Coenders Faculty of Behavioral, Management and Social Sciences, University
of Twente, Enschede, The Netherlands
Bregje de Vries Free University of Amsterdam, Amsterdam, The Netherlands
Petra Fisser National Institute for Curriculum Development, Enschede, The
Netherlands
Chantal Gervedink Nijhuis Royal Dutch Kentalis, Sint-Michielsgestel, The
Netherlands
Adam Handelzalts Teacher Education Department, Free University, Amsterdam,
The Netherlands
Tjark Huizinga Department of Innovative and Effective Education, Saxion
University of Applied Sciences, Enschede, The Netherlands
Ayoub Kafyulilo Department of Psychology and Curriculum Studies, Dar es
Salaam University College of Education, Dar es Salaam, Tanzania
xi
