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dc.contributor.authorKeesing-Styles, Linda
dc.description.abstractThis project focused directly and concertedly on teacher perspectives of the current implementation of the Living Curriculum at Unitec. The major goal was to inform and influence the implementation and professional development components of the Living Curriculum. The project used a case study methodology interviewing teachers from three departments, each representing one of the institution’s three faculties. These were diverse departments reflecting quite different disciplines and teacher perspectives. While some departments were well developed in their thinking and understanding of the Living Curriculum, others were less informed and more resistant. The project team interviewed teachers across the three departments to elicit in-depth information about teacher perspectives and implementation progress. The interviews offered a wealth of valuable information about teacher perspectives. The major finding is the importance of ongoing teacher professional development with regard to interpretation of the Living Curriculum and implications for teaching and learning practice. Allied to this is valuable data on the provision of institutional support and change management for curriculum renewal including the provision of exemplars for teachers.en_NZ
dc.rightsAll rights reserveden_NZ
dc.subjectliving curriculumen_NZ
dc.subjectprofessional developmenten_NZ
dc.subjectteaching and learning practiceen_NZ
dc.titleEffecting change in learning and teaching through living curricula implementationen_NZ
dc.subject.marsden130202 Curriculum and Pedagogy Theory and Developmenten_NZ
dc.identifier.bibliographicCitationKeesing-Styles, L. (2012). Effecting change in learning and teaching through living curricula implementation [Unpublished Unitec Research Committee Research Report].en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ

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 Unitec Institute of Technology, Private Bag 92025, Victoria Street West, Auckland 1142