Determining polytechnic teachers' professional development and curricular quality through collaborative curriculum design

Abstract

In this collaborative curriculum design i.1 addressed as an effective method for the continuing Professional development of teachers in a polytechnic in Ghana during curriculum reform. Three design teams have been working 10 update engineering syllabus to commensurate contemporary industrial skill demands as well as update their own knowledge in their subject areas for fourteen weeks. They embarked on industrial visits, incorporated relevant information in their courses and conducted teaching try-outs. Mixed methods were employed for data collection during design activities. Results indicated that teachers updated their domain knowledge and skills, design teams improved teacher collaboration while teacher ownership pf and commitment to quality curriculum increased. Furthermore, teaching try-outs of updated courses were a success from both teachers and students perspectives. It was concluded that the relational nature of the interdependencies between social and individual contributions to curriculum design illuminates the fabric of teachers’ continuing professional development.