How does curriculum revision affect quality improvement?
NUR665 Nursing Education Practicum Week 11

Describe how the implementation and refinement of your lesson plan impacts quality improvement in your practicum setting. Describe two to three outside influences on the curriculum revision process. How does curriculum revision affect quality improvement?

Teachers’ professional development is generally seen as supporting curriculum change, through influencing teacher’s competencies and practice (Garet, Porter, Desimone, Birman, & Yoon, 2001; Penuel, Fishman, Yamaguchi, & Gallagher, 2007).

These studies show that promoting curriculum change via teachers can be best achieved through utilizing teacher development and through stimulating collaborative curriculum design. Although the importance of teacher development for curriculum change has been acknowledged for a long time, teachers’ active involvement in collaboratively designing curriculum materials is recently becoming more prominent in educational practice (Simmie, 2007; Vescio, Ross, & Adams, 2008).

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NUR665 Nursing Education Practicum Week 11
NUR665 Nursing Education Practicum Week 11

A major reason is that traditional teacher development practices were found to be inadequate, not only for professional development but also for curriculum development and implementation, because of its passive nature (Borko, 2004; Lumpe, 2007). It is also generally accepted that curriculum change is not likely to succeed when teachers are merely viewed as practitioners who are expected to implement the plans of others (Ben-Peretz, 1990; Borko, 2004).

The common premise in all these teacher and curriculum development practices is that collaborative design positively affects both professional development and curriculum implementation. Recently, several studies have been published about the empirical basis of teachers’ professional development and collaborative curriculum design in order to reach curriculum implementation and innovation (Drake, Land, & Tyminski, 2014; Penuel et al., 2007; Simmie, 2007; Voogt et al., 2011).

NUR665 Nursing Education Practicum Week 11 With the teacher as the main link in the chain, there are two initial starting points for promoting curriculum innovation. On the one hand, teacher professional development is seen as the primary aim. The production and enactment of curriculum materials is considered more of a means, and the designs are by-products, such as the case in lesson study (Lewis, Perry, & Hurd, 2009). On the other hand, the emphasis is on curriculum innovation, and here professional development is considered a conditional process (Coburn, Russell, Kaufman, & Stein, 2012). From both perspectives, it is believed to be necessary to continually and actively engage teachers in the process of learning to become effective in curriculum development in order to contribute to their professional development.

In view of the increased attention for collaborative design in educational practice, the current study explored what empirical evidence is available about processes that take place when teachers co-design and how these contribute to professional development and curriculum change. In particular, the aim of our study was to determine the effects of participation of teachers in design teams on professional development and curriculum innovation processes, and thereby to target at effective mechanisms that determine designing in teams and the conditions under which these mechanisms are effective.