But the understanding of curriculum or syllabus is closely related to a number of contextual factors which determine the success of a language program, and the shift of curriculum or syllabus will definitely bring great challenges and changes for teaching and learning process.
This requires advanced tools and a thorough understanding of curriculum and instruction.
I rapidly realised that I didn't have sufficient understanding of curriculum design, how to structure engaging learning activities, and how to effectively assess student learning, let alone the process of getting a new course approved by my institution.
Students who participated in pure e-learning environments, such as emersion through simulation, multimedia programs or distance learning courses, also reported positive feedback and noted that these tools facilitated their understanding of curriculum material.
Analysis of the survey indicated a number of areas where there were contradictions between respondents' claimed understandings of curriculum and their reports of their practices.
The above collective activity of the teachers represents an enormous amount of risk-taking and the development and application of specific, nuanced understandings of curriculum and instruction in a STEM-based, multi-disciplinary context.
The teachers' collective sense-making activity, viewed from a sociocultural perspective, generated understandings of curriculum and instruction that informed the dynamic vision of the school and led to changes in their approach to classroom practice.
As will be seen, the teachers were able to eventually build on these experiences and generate individual and collective understandings of curriculum and instruction during the school year, which they collaboratively translated into three specific approaches to enact the school's vision of STEM-focused PBL instruction.
This unbalanced understanding of the curriculum between team members limited some individual's engagement and interaction with the curriculum, which when coupled with their decision to not spiral, hindered the entire team's ability to fully participate with one another and the curriculum ideas they were considering.
This prompted a qualitative examination of gaps that appeared between reported understanding of the curriculum and practice, as well as of the issues that were identified as barriers to implementing the curriculum.
