LEADER 04587nam 22008175 450 001 9910349334803321 005 20251010082459.0 010 $a9783030200626 010 $a3030200620 024 7 $a10.1007/978-3-030-20062-6 035 $a(CKB)4100000009362516 035 $a(DE-He213)978-3-030-20062-6 035 $a(MiAaPQ)EBC5926574 035 $a(Au-PeEL)EBL5926574 035 $a(OCoLC)1121267831 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/28759 035 $a(ODN)ODN0010067605 035 $a(oapen)doab28759 035 $a(EXLCZ)994100000009362516 100 $a20190919d2019 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCollaborative Curriculum Design for Sustainable Innovation and Teacher Learning /$fedited by Jules Pieters, Joke Voogt, Natalie Pareja Roblin 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (XII, 424 p. 13 illus.) 311 08$a9783030200619 311 08$a3030200612 327 $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. . 330 $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. 606 $aEducation$xCurricula 606 $aTeachers$xTraining of 606 $aEducational technology 606 $aInternational education 606 $aComparative education 606 $aProfessional education 606 $aVocational education 606 $aCurriculum Studies 606 $aTeaching and Teacher Education 606 $aDigital Education and Educational Technology 606 $aInternational and Comparative Education 606 $aProfessional and Vocational Education 615 0$aEducation$xCurricula. 615 0$aTeachers$xTraining of. 615 0$aEducational technology. 615 0$aInternational education. 615 0$aComparative education. 615 0$aProfessional education. 615 0$aVocational education. 615 14$aCurriculum Studies. 615 24$aTeaching and Teacher Education. 615 24$aDigital Education and Educational Technology. 615 24$aInternational and Comparative Education. 615 24$aProfessional and Vocational Education. 676 $a375 676 $a375.001 686 $aEDU007000$aEDU031000$aEDU039000$aEDU043000$aEDU046000$2bisacsh 700 $aPieters$b Jules$4edt$01793291 702 $aPieters$b Jules$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aVoogt$b Joke$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aPareja Roblin$b Natalie$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910349334803321 996 $aCollaborative Curriculum Design for Sustainable Innovation and Teacher Learning$94332970 997 $aUNINA