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Shawer, S. F. (2017). Teacher-Driven Curriculum Development at the Classroom Level: Implications for Curriculum, Pedagogy and Teacher Training. Teaching and Teacher Education, 63, 296-313.
https://doi.org/10.1016/j.tate.2016.12.017

has been cited by the following article:

• TITLE: Building Kindergarten Teachers’ Curriculum Implementation Competence: A Collaborative Innovation Model

  AUTHORS: Lin Huo

  KEYWORDS: Kindergarten Teachers, Curriculum Implementation Competence, Collabora-tive Innovation Model

  JOURNAL NAME: Creative Education, Vol.13 No.4, April 8, 2022

  ABSTRACT: Curriculum implementation competence is of great significance for professional kindergarten teachers, and contributes to the success of curricular reform and children’s development. This paper takes the four-year experience of an in-service teacher (for children aged 3 - 6) training program in a Chinese kindergarten as a case, and tries to explore and form a process model of collaborative innovation to enhance kindergarten teachers’ curriculum implementation competence. This model consists of the following six stages: the preparation stage, the initial perception stage, the training stage, the practice stage, the development of research ability stage and the evaluation and feedback stage.