One of my beliefs about education curriculum, teaching, and learning is that it is what molds the future literacy, career progression, and future life of people as they grow. When choosing a curriculum or engaging in teaching and learning. The examination of curricula has become a standard part of nearly all schooling plans in recent decades. What could have caused that to occur? A curriculum’s primary purpose is to educate students, which is true of both public and private educational establishments. A curriculum is an educational plan or program embodying the goals of the institution of education (Woolmer, 2019). Everything that education is about—beliefs, values, attitudes, abilities, and knowledge—is contained in a curriculum.
Concerning my belief on teaching, learning, and curriculum, one belief is that the philosophy of a curriculum makes believe that curriculum makes it difficult for a teacher to teach every content within a specified timeframe. Hence this may influence the education of students within the curriculum (Tanrıverdi and Apak, 2014). In this case, the student is forced to get more involved in their education to avoid missing concepts that may affect their professional and career development.
A common problem in higher education is an “overstuffed curriculum,” resulting in teachers feeling overwhelmed by the amount of material they are expected to include. This seems to be more of a problem in some fields than others, perhaps reflecting how ‘foundational’ knowledge is conceptualized. This could be seen as constraining opportunities for curriculum co-creation.
Contextual factors affecting co-creation include time constraints, certified professional requirements, individual pedagogical habits of mind, and the relationship between students and faculty. The goal of education is to help each student grow as an individual by giving them the chance to express themselves freely in a safe environment. Every educator has a responsibility to raise their students’ consciousness about the pressing problems facing their society and to inspire them to think critically about the issues, weigh the pros and cons of various courses of action, and take meaningful change into their own hands (Eren and Çetin, 2019). A technological perspective prioritizes a systematic, data-driven strategy with observable end results. The teacher’s job is to organize the curriculum in a logical progression, with a list of progressively more challenging objectives and corresponding assessments of the student’s progress toward those goals.
Furthermore, I will make it a priority to promote diversity as well as instill values in which each student can respect and accept the other despite ethnicity, gender, color, sexual orientation, or any other aspect because I recognize that diversity is a central element in the most classroom or school settings. I plan to address the topic of diversity during our meetings, provide examples that reflect the wide range of people in our society, and sometimes even invite guests from various communities while encouraging students to work together across differences.
It is hoped that this will motivate children to think, speak, and act in ways that are not constrained by the boundaries of what is acceptable in their community. As a consequence of this, I will maintain an objective posture regarding their propositions and will urge them to take part in the discussion so that they can use their brains and provide me with fresh perspectives. The end result will be an environment that is suitable for the pupils’ educational pursuits. When I think of the people who helped me during my educational journey, I am struck by how much of an impact they have had on shaping my perspective. My goal as a teacher is to ensure that the standards are adhered to by presenting pupils with a curriculum that is clear and spending time discussing with them the rationale behind adhering to the standards.
For instance, we could discuss why it’s essential for the entire class to work together during the learning process or how authenticity and consistency are crucial to reaching our full academic potential as a group. I’ll encourage high education standards by providing my students with a detailed breakdown of the grading rubric I’ll use. This is crucial for ensuring high-quality results; for example, I will provide a rubric for the written assignments that outlines the specific criteria that must be met to earn the highest possible grade. Overall, this will help stop pupils from benefiting from the teacher’s good nature and from receiving unfair grades.
Reference
Bovill, C., Woolmer, C. (2019) How conceptualizations of the curriculum in higher education influence student-staff co-creation in and of the curriculum. High Educ 78, 407–422. https://doi.org/10.1007/s10734-018-0349-8
Eren, A., & Çetin, G. (2019). Pre-service teachers’ beliefs about the teaching profession, curriculum orientations, and personal responsibility. Curriculum Perspectives, 39(1), 19-32.
Tanrıverdi, B., & Apak, Ö. (2014). Pre-service teachers’ beliefs about curriculum orientations. Procedia-Social and Behavioral Sciences, 116, 842-848.
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