impact of teacher’s participation in design teams on curriculum design modification process and professional development
The study determined the impact of teacher’s participation in design teams on curriculum design modification process and professional development and its effect on teacher collaboration. The study collected data from 14 Ph.D. students and explore their role in teacher learning, collaboration, professional development, and curriculum change. The study found out that the collaborative design process in teacher groups promoted knowledge sharing, primarily in subject matter content and technological and pedagogical skills. The study also found out that teachers developed curriculum design experience and appreciated the relevance of including educational stakeholders in the implementation of any newly introduced curriculum design. The study found out that the teacher’s prior experience and knowledge dominated collaborative teams and collaborative design. The quality of teacher’s knowledge and experience is shaped by teacher collaboration influence and the actions of an expert. Teacher collaborations among peers in the groups encourage critical thinking and reasoning that is aimed at convincing peers, which in turn creates a superior design change. There is vast knowledge to prepare a curriculum and its implementation. However, the study identified the need for external support for the design teams to ensure the production of a superior curriculum. The article presents a picture of the importance of teacher collaboration in the curriculum design process and implementation