Ebook Curriculum development (4/E): Part 2
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: Ebook Curriculum development (4/E): Part 2
Ebook Curriculum development (4/E): Part 2
Establishing Philosophical and Educational Approaches for an Evidence-Informed, Context-Relevant, Unified CurriculumCHAPTER10CHAPTER PREVIEWIn this ch Ebook Curriculum development (4/E): Part 2hapter, philosophical and educational approaches are addressed. Curriculum philosophy is introduced first with definitions and purposes. Several educational philosophies are presented from the perspectives of general education and nursing education. Traditional philosophies are considered, followed Ebook Curriculum development (4/E): Part 2by more contemporary philosophies and perspectives that influence nursing curricula. Then, ideas about teaching and learning include information aboutEbook Curriculum development (4/E): Part 2
learning theories, frameworks and pedagogies, and the science of learning, with specific reference to their use in nursing curricula. This is followeEstablishing Philosophical and Educational Approaches for an Evidence-Informed, Context-Relevant, Unified CurriculumCHAPTER10CHAPTER PREVIEWIn this ch Ebook Curriculum development (4/E): Part 2dence-informed, context-relevant, unified curriculum.The core processes of curriculum work are addressed: faculty development, ongoing appraisal, and scholarship. After the chapter summary, a case illustrates the main ideas of the chapter. Questions to guide consideration of the case are included, f Ebook Curriculum development (4/E): Part 2ollowed by questions to stimulate thinking about developing philosophical and educational approaches in readers' settings.QUESTIONS ADDRESSED IN THISEbook Curriculum development (4/E): Part 2
CHAPTER•What are the purposes of philosophical and educational approaches in curriculum development?•What are some philosophies, theories, frameworks,Establishing Philosophical and Educational Approaches for an Evidence-Informed, Context-Relevant, Unified CurriculumCHAPTER10CHAPTER PREVIEWIn this ch Ebook Curriculum development (4/E): Part 2Establishing Philosophical and Educational Approaches for an Evidence Infomied. Conte)•How are philosophical and educational approaches related to an evidence-informed, context-relevant, unified curriculum?•In what ways can the core processes of faculty development, ongoing appraisal, and scholarshi Ebook Curriculum development (4/E): Part 2p be integrated into the processes of establishing philosophical and educational approaches?Curriculum PhilosophyPhilosophy is the study of the most gEbook Curriculum development (4/E): Part 2
eneral and abstract features of the world and categories with which we think: mind, matter, reason, proof, truth, and so forth. In philosophy, the conEstablishing Philosophical and Educational Approaches for an Evidence-Informed, Context-Relevant, Unified CurriculumCHAPTER10CHAPTER PREVIEWIn this ch Ebook Curriculum development (4/E): Part 2ructure such thinking, and to lay bare their foundations and presuppositions. In this sense philosophy is what happens when a practice becomes selfconscious. (Blackburn, 2014)More specifically, “philosophy of education is the philosophical study of education and its problems" (Noddings, 2016, p. xii Ebook Curriculum development (4/E): Part 2i). In general, educational philosophies address ideas such as beliefs about human nature; rhe purpose and goals of education, instruction, and learniEbook Curriculum development (4/E): Part 2
ng; and the roles of teachers, students, and programs. An educational philosophy thus provides a perspective to guide, interpret, and examine all aspeEstablishing Philosophical and Educational Approaches for an Evidence-Informed, Context-Relevant, Unified CurriculumCHAPTER10CHAPTER PREVIEWIn this ch Ebook Curriculum development (4/E): Part 2of beliefs about education that are particularized to the curriculum context. A curriculum philosophy provides a basis for:•Curriculum development, implementation, and evaluation—that is, determination of goals or outcomes, subjects and content to include, methods and materials to use, organization Ebook Curriculum development (4/E): Part 2of content, teaching-learning processes, activities and experiences to emphasize, and what and how to evaluate (Orstein ÔC Hunkins, as cited in Oliva,Ebook Curriculum development (4/E): Part 2
200.9; Wiles & Bondi, 2011)•Discussions about educational practices and preferences•Professional development (Petress, 2003)Curriculum Philosophy in Establishing Philosophical and Educational Approaches for an Evidence-Informed, Context-Relevant, Unified CurriculumCHAPTER10CHAPTER PREVIEWIn this ch Ebook Curriculum development (4/E): Part 2itical part of the curriculum foundations.The curriculum philosophy includes statements of belief about the:•Purposes of nursing education•Nature of learning•Roles of students and faculty members and nature of their interactions•Teaching, learning, and evaluation processesBecause an important parr o Ebook Curriculum development (4/E): Part 2f rhe mission of all undergraduate schools of nursing is to prepare graduates for safe practice and quality health care, rhe curriculum philosophy alsEbook Curriculum development (4/E): Part 2
o includes reference to the metaparadigm of nursing (nature and goals of nursing, role of nurses in society and healthcare systems, persons, rights anEstablishing Philosophical and Educational Approaches for an Evidence-Informed, Context-Relevant, Unified CurriculumCHAPTER10CHAPTER PREVIEWIn this ch Ebook Curriculum development (4/E): Part 2se beliefs form an essential part of the curriculum philosophy. Within the description of nursing are core concepts and key abilities drawn from the analysis of contextual data.The curriculum philosophy must be congruent with rhe philosophies and goals of the parent institution and the school of nur Ebook Curriculum development (4/E): Part 2sing (Valiga, 2016). In this way, the curriculum, when implemented in accordance with the written philosophy, both reinforces and supports the value sEbook Curriculum development (4/E): Part 2
ystem of rhe institution.Traditional Curriculum Philosophies and Their Influence on Nursing CurriculaAlthough classical philosophies date back some 2,Establishing Philosophical and Educational Approaches for an Evidence-Informed, Context-Relevant, Unified CurriculumCHAPTER10CHAPTER PREVIEWIn this ch Ebook Curriculum development (4/E): Part 2Uys & Smit, 1994). It was nor until the late 1800s that the first well-rounded philosophy about nursing education was developed by Florence Nightingale (Csokasy, 2005). Since Nightingales time, traditional curriculum philosophies have been evident in nursing curricula. These traditional philosophies Ebook Curriculum development (4/E): Part 2 include idealism, realism, pragmatism, perennialism, essentialism, progressivism, and social reconstructionism (Oliva, 2009; Wiles & Bondi, 2011).IdeEbook Curriculum development (4/E): Part 2
alismAccording to the philosophy of idealism, truth is universal, values are unchanging, and individuals desire to live in a perfect world of high ideEstablishing Philosophical and Educational Approaches for an Evidence-Informed, Context-Relevant, Unified CurriculumCHAPTER10CHAPTER PREVIEWIn this ch Ebook Curriculum development (4/E): Part 2 for students, who are encouraged to think and expand their minds by applying knowledge to life. Ideas of social justice and service learning in nursing curricula are rooted in idealism.230 Ebook Curriculum development (4/E): Part 2Establishing Philosophical and Educational Approaches for an Evidence-Informed, Context-Relevant, Unified CurriculumCHAPTER10CHAPTER PREVIEWIn this chGọi ngay
Chat zalo
Facebook