Research-based teacher education can be understood in different ways: as a call to understand teacher education institutions as research institutions, as the ambition to educate student teachers to have an inquiring attitude, as the basing of teacher education curricula on the latest research, or as a combination of all three.In this chapter we reflect on a method of connecting research, curriculum development and practice in teacher education, presenting a case study of a conversational community of teacher educators and researchers. The aim of the conversational community was to understand the process of curriculum design in teacher education as an inspiring and practical combination of design research, self-study, collaborative action research and curriculum study by teacher educators. This process was supported by a conversational framework in which curriculum development was understood as an ongoing dialogue between vision, intentions, design and practice in the teacher education curriculum. Using the conversational framework in this single case study of a conversational community, we have tried to connect teacher education research, curriculum development and practice in a meaningful way.
Entrepreneurship and entrepreneurship education is generally viewed upon as being important for economic growth in the 21st century. Teaching entrepreneurship however seems to need another approach to fulfill the changing needs. In this perspective active learning and constructivism is generally seen as essential. Other elements that are influencing the teaching process are attention for competences, culture, the needs of the student and the curriculum. So the design of the curriculum must address these changing demands of society. Effectuation, constructivism and andragogy are the key elements for the curriculum to meet the criteria for delivering sustainable and flexible professionals to society. Based on practical experiences in the last decades in the Region of Twente, elements for an entrepreneurial curriculum are elaborated in this article.
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Full text via link Curricula in higher education are constantly subject to change, especially those curricula that educate people in the dynamic field of energy and sustainability. The aim of this paper is to describe the process of developing a new curriculum in energy engineering called Advanced Energy Technology at the HU University of Applied Sciences Utrecht
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