Theory and Curriculum Development

Recommended Prerequisites

Are not required.

Teaching Methods

Theoretical sessions:

- Lectures, analysis of texts, images and video recordings

Practical sessions:

- Demonstration of procedures, presentation of techniques and instruments;

- Carrying out individual and/or small group tasks.

Independent work of students (for consolidation and deepening)

- Preparation and/or continuation of the work in classroom sessions

Tutorial guidance (for diverse learning support)

- Support to the individual study, preparation and development of tasks.

Learning Outcomes

(1) Valuing knowledge

- Assign value to the proposed knowledge

- Engage in the acquision of knowledge

(2) Acquiring new knowledge

- Integrating  new knowledge in previous schemes

- Retrieving desired knowledge correctly

(3) Understanding new knowledge

- Relating aspects of new knowledge and those with prior knowledge

- Assigning meaning to new knowledge, integrating it into mindsets

(4) Analyzing issues/documents/private situations based on knowledge

- Decomposing these issues/documents/situations in their main parts

- Arranging these parts into a coherent structure

- Give an overall sense to these issues/documents/situations

(5) Applying knowledge in specific circumstances

- Using the result of analysis to give an opinion and/or perform a specialized task

- Check the appropriateness/correctness of the opinion issued and/or of the completion of the task.

Work Placement(s)

No

Syllabus

INTRODUCTION

- Initial analysis of the concept of curriculum

- The role of the education specialist in Curriculum processes

PART 1: CURRICULUM THEORY

- Concepts of education, concepts of curriculum

- The curriculum in social debate

- About the history of the curriculum

- Elements of the current curriculum policy

- The role of ideology in curriculum conceptualisation

- Philosophy as the basis for the curriculum

- Epistemological frameworks of the curriculum

- Ethics and deontology as curriculum guides

- Theories of learning that have impact on the curriculum

- Contemporary Curriculum Theorizing

PART 2: CURRICULUM DEVELOPMENT

- Definition of the direction and development field of the curriculum

- Development of curriculum processes

- Documents that guide the curricular processes

- Analysis of curriculum documents and processes

- Structuring of curriculum processes

SUMMARY

- A consistent and operational definition of curriculum

- An outline of curriculum develop.

Head Lecturer(s)

Maria Helena Lopes Damião Silva

Assessment Methods

Continuous evaluation
Synthesis work: 50.0%
Frequency: 50.0%

Final evaluation
Exam: 100.0%

Bibliography

Anderson, L., & Krathwohl (Eds.). (2001). A taxonomy for earning, teaching, and assessing. New York: Longman.

Carrilho, R. A. (1992). Desenvolvimento curricular. Lisboa: Texto Editora.

Damião, M. H. (1996). Pré, inter e pós-acção. Coimbra: Minerva.

Gagné, R., Briggs, L., & Wager, W. (1988). Principles of instructional design. New York: Holt, Rinehart and Winston.

Kelley (2009). The currriculum: Teory and practice. London. Sage Publications.

Mayer, R., & Alexander, P. (Eds.). (2011). Handbook of research on learning and instruction. New York: Routledge.

Mayer, R. E. (2011). Applying the science of learning. Boston, MA: Pearson.

Pacheco, J. A. (2005). Estudos curriculares. Porto: Porto Editora.

Smith, L., & Ragan, T. (1999). Instructional design. Danvers: Wiley & Sons.

Silva, T. T. (2005). Teorias do currículo: Uma introdução crítica. Porto: Porto Editora.

Tanner, D., & Tanner, L. (2007). Curriculum development: Theory into practice. New Jersey: Pearson Education.