Towards sustainable curriculum innovations through design research studies: Two studies from Ghana
Jules Pieters and Joke Voogt are both interested in strategies that contribute to sustainable implementation of curriculum innovations through collaborative curriculum design in teacher design teams. They supervised two studies in Ghana in which teachers in teams jointly designed and enacted curriculum materials.
Two studies are presented in which the teacher-curriculum encounter is approached through teachers’ involvement in collaborative curriculum design in teams. Study 1 shows how polytechnic lecturers design an updated curriculum through industrial visits. Study 2 describes the development and up-scaling of a program aiming to prepare student-teachers to integrate ICT in their teaching practice. Both studies show how active involvement of (student-)teachers in analysis, design , evaluation and implementation results in curriculum ownership and teacher learning, and contributes to sustainable curriculum innovations.