This book is written by Prof Dr John Arul Phillips. This book focuses in the conceptualising and developing the different types of curriculum for various levels of education. An understanding of the development process would be useful for those involved in such activities. The book explores the various definitions of curriculum,followed by a discussion on how philosophical beliefs,psychological perspectives,societal demands and the legacy of history impact the curriculum. Next, the book also explains the curriculum development process that is discussed with particular emphasis on curriculum evaluation. The book also focuses on the issues and future trends in curriculum development in the context of today’s dynamic education development. The book aim to give us a foundation on the principles and theories of the curriculum development process and application of the knowledge and skills gained in analysing and developing curriculum projects. In sum, the book compare the various definitions of curriculum. It also explains how philosophy,psychology,history and society impact curriculum. The book also describe the phases of the curriculum development process, namely planning,design,implementation and evaluation. The book also evaluates the issues in curriculum development. The book also apply curriculum concepts,principles and theories to real-world curriculum projects. Lastly the book also demonstrate the ability to communicate ideas in written form.
I as a teacher learn the definitions of curriculum,what is hidden curriculum,approaches in viewing curriculum and a brief introduction to the curriculum development process. I also learn the four main philosophical beliefs (perennialism,essentialism,progressivism and reconstructionism) and how they influence curriculum. I also learn the four psychological perspectives (behaviourism,cognitivism,humanism and constructivism) and how they influence curriculum. I also learn how societal forces and demands (culture,work,technology and globalisation)influence curriculum. I also learn to compare the curriculum development models of Tyler, Taba Alexancer and Saylor and the tasks involved at different levels of curriculum planning. I also learn to examine the criteria for content selection (significance,utility,learnability,feasibility and utility) the principles of content organisation (sequence,scope,integration and balance) and models of curriculum design (subject0matter,learner-centred and problem-centred). I also learn the curriculum implementation as a change process, the categories of curriculum change,the resistance to change,why people resist to change and the role and responsibilities of people involved in curriculum implementation. I as a teacher also learn about the curriculum evaluation models and the techniques of data collection for decision making. I also learn to critically evaluate different curriculum issues and possible scenarios of the future in determining the curriculum.As a teacher in Malaysia I also learn the traces of the history of the Malaysian education system from colonial times until today. I also learn on how school curriculum has changed over time and the philosophical,psychological,societal and political forces affecting curriculum decisions.
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Teachers can learn the history of curriculum, the relationship between curriculum development process to curriculum design to curriculum implementation leading to curriculum evaluation connecting to curriculum issues and trends and to curriculum in Malaysia.
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