Research ArticleOpen AccessGoogle Scholar indexed
Building Kindergarten Teachers’ Curriculum Implementation Competence: A Collaborative Innovation Model
Faculty of Preschool Education, Beijing Institute of Education, Beijing, China
- 1 Faculty of Preschool Education, Beijing Institute of Education, Beijing, China
Creative Education·Volume 13 (2022)·Pages 1170–1192·Published 6 April 2022·DOI10.4236/ce.2022.134073
Copy link · social · email
Abstract
Curriculum implementation competence is of great significance for professional kindergarten teachers, and contributes to the success of curricular reform and children’s development. This paper takes the four-year experience of an in-service teacher (for children aged 3 - 6) training program in a Chinese kindergarten as a case, and tries to explore and form a process model of collaborative innovation to enhance kindergarten teachers’ curriculum implementation competence. This model consists of the following six stages: the preparation stage, the initial perception stage, the training stage, the practice stage, the development of research ability stage and the evaluation and feedback stage.
KeywordsKindergarten TeachersCurriculum Implementation CompetenceCollabora-tive Innovation Model
- Alsubaie, M. A. (2016). Curriculum Development: Teacher Involvement in Curriculum Development. Journal of Education and Practice, 7, 106-107.
- Bergera, J. G., Bolesb, K. C., & Troen, V. (2005). Teacher Research and School Change: Paradoxes, Problems, and Possibilities. Teaching and Teacher Education, 21, 93-105. https://doi.org/10.1016/j.tate.2004.11.008
- Beverly, J. (1993). Teacher-as-Researcher. ERICDigests.Org.
- Boud, D., Cohen, R., & Walker, D. (1993). Introduction: Understanding Learning from Experience. Using Experience for Learning. Society for Research into Higher Education.
- Cai, Q. (2020). The Value, Dilemma and Outlet of Teachers’ Curriculum Competence Construction. Journal of Teaching and Management, 3, 42-45.
- Campbell, K. (2013). A Call to Action: Why We Need More Practitioner Research. Democracy & Education, 21, 1-8.
- Davis, E. A., & Varma, K. (2008). Supporting Teachers in Productive Adaptation. In Y. Kali, M. C. Linn, & J. E. Roseman (Eds.), Designing Coherent Science Education (pp. 94-122). Teachers College Press.
- Fullan, M., & Pomfret, A. (1977). Research on Curriculum and Instruction Implementation. Review of Educational Research, 47, 335-397. https://doi.org/10.3102/00346543047002335
- Ho, D. C. W. (2010). Teacher Participation in Curriculum and Pedagogical Decisions: Insights into Curriculum Leadership. Educational Management Administration & Leadership, 38, 613-624. https://doi.org/10.1177/1741143210373739
- Knowles, M. (1980). The Modern Practice of Adult Education: Andragogy versus Pedagogy. Cambridge Adult Education.
- Knowles, M. (1984). Andragogy in Action: Applying Modern Principles of Adult Learning. Jossey-Bass.
- Kramer, B. J. (1998). Preparing Social Workers for the Inevitable: A Preliminary Investigation of a Course on Death, Grief, and Loss. Journal of Social Work Education, 34, 211-227. https://doi.org/10.1080/10437797.1998.10778918
- Maphosa, C., & Mutopa, S. (2012). Teachers’ Awareness of Their Role in Planning and Implementing School-Based Curriculum Innovation. The Anthropologist, 14, 99-106. https://doi.org/10.1080/09720073.2012.11891226
- McNiff, J. (1986). Action Research: Principles and Practice. Falmer Press.
- Ministry of Education (MOE) (2011). Curriculum Standard for Teacher Education (Trial). (In Chinese)