The document discusses driving and restraining forces involved in revising or changing a curriculum for Bachelor of Elementary Education. Some of the key driving forces include knowledge expansion, technological advancement, government learning projects to improve literacy and numeracy, intensive implementation of programs and activities, and educational research. Some of the main restraining forces are lack of learning resources and facilities, resistant mindset to change, heightened stress on teachers, inadequate financial support, overlapping events, and reluctance to provide data.
The document discusses driving and restraining forces involved in revising or changing a curriculum for Bachelor of Elementary Education. Some of the key driving forces include knowledge expansion, technological advancement, government learning projects to improve literacy and numeracy, intensive implementation of programs and activities, and educational research. Some of the main restraining forces are lack of learning resources and facilities, resistant mindset to change, heightened stress on teachers, inadequate financial support, overlapping events, and reluctance to provide data.
The document discusses driving and restraining forces involved in revising or changing a curriculum for Bachelor of Elementary Education. Some of the key driving forces include knowledge expansion, technological advancement, government learning projects to improve literacy and numeracy, intensive implementation of programs and activities, and educational research. Some of the main restraining forces are lack of learning resources and facilities, resistant mindset to change, heightened stress on teachers, inadequate financial support, overlapping events, and reluctance to provide data.
Field of Specialization: (undergrad BEE/BSE) Bachelor of Elementary Education Activity: Based on “Curriculum Implementation” lecture, given the chance to revise/change a curriculum (in your field of specialization), what DRIVING and RESTRAINING forces do you think are involved.
DRIVING FORCES E RESTRAINING FORCES
Q Lack/ Obsolete learning resources
Knowledge Expansion
U Lack of learning facilities &
Technological Advancement/ equipment Modernization Frightened to try new technology in teaching
I Resistant mindset/ negative
Government Learning Projects attitude
L Lack of teachers’ training
Literacy & Numeracy Intervention Programs
Intensive implementation of I Heightened stress of teachers
PPAs/ Programs, Projects, Activities Inadequate Financial Support
Training for teachers B Overlapping events/ limited time
School Community Programs R Low support and participation
among stakeholders
Improved learning outcomes/ I Learners cannot attain all the skills
High Standards expected of them DRIVING FORCES E RESTRAINING FORCES
Educational Research for the U Teachers are reluctant of
change & improvement of providing data instruction, assessment etc.
M More teachers’ promotional Lack of time and costly opportunities
Evaluation of The Challenges Facing Prospective Teachers During Teaching Practice For Effective Teacher Production in Tertiary Education in Anambra State, Nigeria
International Journal of Innovative Science and Research Technology