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An Analogous Process for Syllabus, Course, Programme and Curriculum Development

المصدر: مجلة آفاق للعلوم
الناشر: جامعة زيان عاشور الجلفة
المؤلف الرئيسي: Bouhali, Salma (Author)
مؤلفين آخرين: Bahloul, Amel (Co-Author)
المجلد/العدد: مج9, ع3
محكمة: نعم
الدولة: الجزائر
التاريخ الميلادي: 2024
الشهر: يونيو
الصفحات: 122 - 144
DOI: 10.37167/1677-009-003-009
ISSN: 2507-7228
رقم MD: 1479722
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch, EcoLink, HumanIndex
مواضيع:
التطوير التربوي | المناهج التعليمية | استراتيجيات التدريس | معلمو اللغة الإنجليزية
كلمات المؤلف المفتاحية:
Curriculum Development | Programme Development | Course Design | Syllabus Design | Process | Analogous
رابط المحتوى:
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المستخلص: In the last century, and more precisely in the field of education, a large number of specialists generated various stages for syllabus design, curriculum development, and course design. However, they did not write much about programme development. There is a shortage of resources concerning this area, and researchers often find themselves in a dilemma. Therefore, the present paper aims at shedding light on this fortuitous gap that needs to be elucidated, particularly for EFL teachers in the domain of syllabus design and curriculum development. Thus, it will help all stakeholders easily sort out and deduce generalities that are common between the different processes of development and design without any fear or uncertainty. The results obtained in this piece of research paper demonstrate that educational specialists focused on different processes, and they identified various stages for each process. Yet, those stages do not appear to be the same because educators use different terms and follow dissimilar classifications. However, they did not consider the principles they actually share in common. They all agreed on four essential and significant stages. They are: identifying goals and objectives; selecting and grading content; choosing the appropriate tasks and activities; and making decisions about assessment. At the end of this paper and on the basis of the reached results, the authors of this paper propose a new model to represent a process that is analogous for all of curriculum development, programme development, course design, and syllabus design in this consecutive order, from the largest units in this field, which are curricula, to the smallest units, which are syllabi, and certainly including both courses and programmes.
ISSN: 2507-7228

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