Teachers and Teaching: Theory and Practice vol:2 issue:1 pages:71-85
Teachers and educationalists working together in curriculum development is still rather unusual. The article reports on a project of collaborative curriculum development and uses it as a case-study that reveals more general insights. The
authors describe and interpretatively analyse collaborative curriculum development as the encounter of different professional knowledge systems. This encounter implies certain tensions and specific difficulties, but at the same
time it offers rich opportunities to benefit from the 'complementary competence' of the different collaborating
professionals. The authors conclude that collaborative curriculum development not only improves the quality of the
curriculum outcomes, but at the same time constitutes a powerful means for teachers' professional development.
The article is intended to contribute to a more balanced
understanding of collaborative curriculum development,
by explicitly describing its positive potential and its eventual pitfalls.