Strategies – The “Teacher as Curriculum Developer” Strategy
Within the framework of this model, innovative instructional activities are being developed by teams of teachers guided by the facilitators during the program. The teachers implement the activities in their classes and assess the effect on students’ learning. This strategy can be carried out in different contexts. For example, is a school-based training program, such as “lesson study” or in out-of-school centralised contexts? The rationale assumes that teachers find it natural to design their own instructional strategies since this is what they do all the time. Moreover, this kind of activity is a natural arena for them to manifest their knowledge, giving them the respect that is so essential for professional development. Following preliminary experience with the instructional approach (e.g., inquiry teaching), this strategy can promote teachers’ pedagogical skills in the domain of inquiry through the design of inquiry activities. This strategy can be carried out in different forms. The following description is based on a program that used this strategy with high school biology teachers. The strategy consists of 3 phases: A diagnostic phase in which teachers determine the learning goals based on students’ prior knowledge. The second phase involves a preliminary design based on expert input, resources, research findings etc. In the third phase which is iterative, teachers implement the activities, examine the effect on students’ learning and revise accordingly. Each phase culminates with a mini-conference, towards which teachers review students’ work, prepare presentations and lead discussions. In between the meetings, there was ongoing support both in face-to-face meetings and through an online platform. The research showed that the strategy promoted teachers’ knowledge of content, pedagogy, and the relevant science education literature (relevant research and practice). It stimulated teachers’ creativity and led to diversification of the instructional strategies that they used in the classroom. There was a clear effect on teachers’ practice as indicated by teachers’ reports and the materials brought to the meetings. It also assisted in the formation of a community of learners.
