Teacher participation in English curriculum development

Abstract

This article explores the nature, achievement, and implications of teachers' participation in English curriculum development by focusing on teachers' functions, defined as what teachers do. Responses to a questionnaire (n=79) and data from a subsample (n=12) collected from classroom observations, interviews, teacher self-ratings, and student ratings of teachers and their teaching were obtained from teachers in 14 secondary schools in North Trinidad. The study found that teachers have a mainly consultative role in curriculum development. The discussion of the data on teacher functions addresses three issues involved in teacher participation in English curriculum development: its nature, teachers' contribution, and the implications of such teacher contribution for individuals and institutions