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Curriculum Foundations, Principles and Issues (4th Ed.) - Ornstein & Hunkins- Chapter 10
Module 7: Curriculum Implementation. Ben-Peretz, Ornstein & Hunkins, Sowell
According to Friendenberg people who go into teaching tend to be conformist in nature and reluctant to innovate. These people have succeeded in the school system as it has existed. They have learned to play it safe and to keep a low profile in a bureaucratic system run by administrators who do not like to create waves. They have found success and fulfilment as students and now as teachers in this system, and for this reason many see no reason to change it.
1. To what extent do you agree with Friedenberg's views about teachers and curriculum change?
2. How far is this characteristic of other professions?
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|reneesteele||Curriculum Implementation||0||Aug 14 2012, 9:47 PM EDT by reneesteele|
Thread started: Aug 14 2012, 9:47 PM EDT Watch
The 2012 CSEC results has seen a 20% decrease in the English language passes, which is allegedly due to change in the 2011/2012 curriculum and assumedly the failure in its implementation. Although this is one example it sheds light on how evident Friedenberg's views about teachers and curriculum change may possibly exist within the Jamaican context. As a student who has benefited tremendously from an education which has facilitated individual growth and social mobility, I deduce that realistically teachers may not have much influence in curriculum design, but instead its implementation and it is through this medium that change has and continues to be evident. Lunenberg and Ornstein (2000) noted that most people think that it is easier to keep things the way they are, however many people believe that teachers are professional and can be trusted to commit themselves to the learning needs of children despite their discomfort with change (Sowell, 1987). There are therefore those teachers who are “lead teachers” and having their students’ interests as priority, adapt to change if it will result in greater rewards. This approach is not unique to the teaching profession as change in any respect is a process and doesn’t occur overnight.
|Fabulousbcd||Curiculum implimentation||0||Aug 14 2012, 3:42 PM EDT by Fabulousbcd|
Thread started: Aug 14 2012, 3:42 PM EDT Watch
It is understandable that individuals will naturally find a comfort level with a system that satisfies and promotes their success and will outrightly refuse to abondon or change it. Like other professionals, some teachers too are also transactional (stick to rules and regulations) in nature. Others for purpose of employment preservation will be cautious not to violate the strictures of procedures, rules and regulation. By conforming to these they are likely to be perceived as loyal and committed staff members and rewarded by the system. But teachers are agents of social change which suggests that the status quo is not absolute but subject to ongoing change with the passage of time. Time renders any system irrelevant or abosolete, requiring modification or replacement. Rogers (1979) posits that teachers should be reflective practitioners which Brookfield (1983) regards as a process of deep transformation in which one interrogates their deep-rooted beliefs and values as well as world views for their soundness and emerged with a new perspective and paradigm. Conformity to rules and rugulations are non-discriminatory to professions.Regardless of the professional classifications, there are those who are steep in conformity and those who will be transrormational being critical thinkers and catalysts of change. Therefore the teaching profession is a subset of professional categories that are both conformist and non-conformist in nature.
|sojm||Curriculum Implementation||0||Aug 12 2012, 12:55 AM EDT by sojm|
Thread started: Aug 12 2012, 12:55 AM EDT Watch
To address this discussion one must answer ultimately, “what is the role/purpose of a teacher?” A teacher’s most basic function is as an implementer of curriculum. The teacher ideally, should represent the standard image a society wishes to produce and it is the job of the teacher to model and call out from within the student, the best person he or she can be for their society. The teacher is a functionary of the school and curriculum and according to Sidorkin (1999) “schools should foster morality, integrity and, self-awareness” and it achieves this through the students’ interaction with teachers. Friendenberg’s assessment of a teacher then is consistent with the views of other academics. Where I disagree with the assessment is in stating that there is a reluctance to innovate as being conformist does not necessarily mean a reluctance to innovate or change and this is particularly true for teachers who follow a student centred curriculum design and will work to find what works best to enhance the learning experience of the student. Curriculum designs and teaching methods have evolved over time and this fact neg ates the hard and fast rigid image Friendenberg projects of teachers being resistant to change. What must be remembered however, is that the teacher like the police man, the counsellor and persons in helping professions for example and functionaries of the broader society and as such will in large part work to maintain the status quo.
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