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Bài báo - Tạp chí
11 (2019) Trang: 76-89
Tạp chí: Journal of Applied Research in Higher Education

The purpose of this paper is to examine the degree to which a compulsory induction program for Vietnamese higher education teachers influences participants’ perceptions of curriculum and course design.This case study uses a qualitative, interpretive approach to data collection. Semi-structured interviews were conducted with 15 program participants before they started the program and immediately after they completed the program. Five program presenters also were interviewed and documents related to the program were analyzed.The findings reflect the influence of Biggs’ (2003) constructive alignment approach on participants’ curriculum perceptions, although this approach was not explicitly stated in the program guidelines. Upon the completion of the program, participants realized the importance of their voices in curriculum construction and course design, which was absent from the pre-program findings. However, students’ agency in co-constructing the curriculum and the “being” of curriculum were not perceived. The paper invites reflection on the design and implementation of curriculum from academic developers, education practitioners and researchers in similar contexts.

Các bài báo khác
In Phuong Hoang Yen and Nguyen Thi Van Su (2019) Trang: 23-40
Tạp chí: Using Alternative Assessment to Improve EFL Learners’ Learning Achievement: From Theory to Practice
5(1) (2016) Trang: 707-718
Tạp chí: Journal of Teaching and Education
 


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