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dc.contributor.authorOlibie, Eyiuche
dc.date.accessioned2019-10-24T03:47:42Z
dc.date.available2019-10-24T03:47:42Z
dc.date.created2017-01-05 00:48
dc.date.issued2013-03-31
dc.identifieroai:ojs.localhost:article/4803
dc.identifierhttp://www.iiste.org/Journals/index.php/JEP/article/view/4803
dc.identifier.urihttp://hdl.handle.net/20.500.12424/820447
dc.description.abstractCurriculum and its’ reforms have received increased attention in international policy in recent years as a means to making education relevant to societal changes. Major curricula reforms focus on providing learners with abilities of learning new skills and knowledge for effective living in the midst of rapid technological change. The reforms have given rise to a range of emergent curriculum trends which have significant implications on how teachers should teach. This paper explores and highlights some of the emergent curriculum trends and the implications for teachers who implement the curricula. The implications are informed by an abundance of research examining how teachers, as facilitators can foster students’ learning by understanding curriculum theory and processes, providing differentiated differentiation; facilitating learner-centered instruction; utilizing multiple instructional strategies, developing global citizens and lifelong learners, and developing emergent curriculum integration of technologies for curriculum delivery.  The paper concludes by pointing to the fact that since emergent curricula trends are geared towards the basic purpose of promoting the full realization of individual’s whole life, teachers should align their teaching to correspond to the trend, acquire more knowledge and skills for responsive teaching, meet the needs of students for all-round development and should manifest basic characteristics and direction of curriculum development essential for global citizens. Keywords: Emergent curriculum, teachers, technology, life-long learning, learner-centered instruction
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherThe International Institute for Science, Technology and Education (IISTE)
dc.relation.ispartofhttp://www.iiste.org/Journals/index.php/JEP/article/view/4803/4882
dc.rightsSubmission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication. Copyrights for articles published are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
dc.sourceJournal of Education and Practice; Vol 4, No 5 (2013); 161-167
dc.titleEmergent Global Curriculum Trends: Implications for Teachers as Facilitators of Curriculum Change
dc.typeinfo:eu-repo/semantics/article
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:10416308
ge.identifier.permalinkhttps://www.globethics.net/gel/10416308
ge.lastmodificationdate2017-01-05 00:48
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid148934
ge.oai.repositoryid744
ge.oai.setnameArticles
ge.oai.setspecJEP:ART
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ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://www.iiste.org/Journals/index.php/JEP/article/view/4803


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