THE ROLE OF TEACHERS IN SCHOOL AND CURRICULAR REFORMS

1
THE ROLE OF TEACHERS IN SCHOOL AND CURRICULAR
REFORMS

• Curricular reforms in individual countries
• Why the opinions and participation of teachers
  matter for curricular reforms
• How have teachers participated in curricular
  reforms in individual countries
• How were teachers trained to implement
  curricular changes
• Problems with in-service and pre-service teacher
  education

2
Curricular reforms in individual counties

• Curricula
• Goals and outcomes of education
• Planning
• Forms and methods
• Assessment
• Duration of compulsory education

3
Why the opinions and participation of teachers
matter for curricular reforms

• An open road to reform
• Those who participate in designing the curricula
  also implement them in practice
• Motivation for implementation

4
How have teachers participated in curricular
reforms in individual countries

• Public debates
• Establishment of various committees and councils
• Pilot schools
• Teachers from pilot school as educators
• Participation in systematic network education
• Participation in making and selection of textbooks

5
How pre-service and in-service institutions train
teachers for new competencies and roles

• Basic competencies acquired at faculties
• Further training of teachers for B.A. degree
• Professional development within schools
• - by the Ministry
• - by the Education Institute
• - by licensed educators
• - by NGOs
• - by other teachers and experts

6
CURRICULAR REFORMS good practice examples -
recommendations

• Public debates within the country experiences
  from other countries
• Changes and amendments to legislation
• Establishing committees and councils for
  designing a strategy
• Curriculum implementation
• Pilot schools (teacher education and instructions
  for implementation of reforms)
• Evaluation (amendments and improvement of
  curricula)
• Introducing curricular reforms at a greater
  number of schools
• Introducing curricular reforms on the state level
• Teacher education (continuous development,
  networks of schools and faculties)

• Teacher motivation (promotions, bonuses)
• Stabile political support