Curriculum development from a technical-professional perspective

Wilmad Kuiper; Nienke Nieveen; Irene Visscher-Voerman

doi:10.1007/978-94-017-1205-7_11

Curriculum development from a technical-professional perspective

Wilmad Kuiper
, Nienke Nieveen
, Irene Visscher-Voerman

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

Abstract

‘Curriculum development’ refers to an intentional process or activity directed at (re)designing, developing and implementing curricular interventions in formal or corporate education. Studying this process will embrace at least three phenomena (Goodlad et al., 1979). The first is substantive and has to do with all everyday components of a curriculum (such as goals, subject matter, materials, etc.). The second is socio-political which involves all political and social processes that are involved in curriculum development processes. The third is technical-professional, referring to all processes through which curricula are actually designed, improved, and implemented in practice. In this paper we focus on the technical-professional perspective.

Original language	English
Title of host publication	Curriculum landscapes and trends
Editors	Jan van den Akker, Wilmad Kuiper, Uwe Hameyer
Place of Publication	Dordrecht
Publisher	Kluwer Academic Publishers
Pages	177–198
ISBN (Electronic)	978-94-017-1205-7
ISBN (Print)	978-1-4020-1797-1, 978-90-481-6511-7
DOIs	https://doi.org/10.1007/978-94-017-1205-7_11
Publication status	Published - 2003

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Access to Document

10.1007/978-94-017-1205-7_11

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Curriculum landscapes and trends
van den Akker, J., Kuiper, W. & Hameyer, U., 2003, Dordrecht: Kluwer Academic Publishers. 258 p.
Research output: Book/Report › Book editing › Academic

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Curriculum development from a technical-professional perspective
Kuiper, W., Nieveen, N. & Gustafson, K., 24 Apr 2000.
Research output: Contribution to conference › Paper

Cite this

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ER -

Curriculum development from a technical-professional perspective

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Research output

Curriculum landscapes and trends

Curriculum development from a technical-professional perspective

Cite this