Aligning curriculum, pedagogy and assessment as a paradigm shift in implementing the new teacher education curriculum

Over the past years, there has been an unsurpassed global interests in educational transformation discourse. This was a consequence of public outcry at the poor performance of learners across the curriculum. It was also due to huge financial expenses incurred as a result of dysfunctional educational...

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Main Authors:	Daenos, Richard Albert G., Laganao, Emelita G., Tacbad, Vilma L.
Format:	text
Published:	Animo Repository 2007
Subjects:	Teachers—Training of—Philippines Teacher Education and Professional Development
Online Access:	https://animorepository.dlsu.edu.ph/faculty_research/6812
Tags:	Add Tag No Tags, Be the first to tag this record!
Institution:	De La Salle University

id	oai:animorepository.dlsu.edu.ph:faculty_research-7660
record_format	eprints
spelling	oai:animorepository.dlsu.edu.ph:faculty_research-76602022-09-20T03:27:09Z Aligning curriculum, pedagogy and assessment as a paradigm shift in implementing the new teacher education curriculum Daenos, Richard Albert G. Laganao, Emelita G. Tacbad, Vilma L. Over the past years, there has been an unsurpassed global interests in educational transformation discourse. This was a consequence of public outcry at the poor performance of learners across the curriculum. It was also due to huge financial expenses incurred as a result of dysfunctional educational systems. At the heart of these deliberations, is the need to find a proliferation of educational initiatives across nations. Whether these curriculum initiatives will yield positive results is a subject of speculation. 2007-01-01T08:00:00Z text https://animorepository.dlsu.edu.ph/faculty_research/6812 Faculty Research Work Animo Repository Teachers—Training of—Philippines Teacher Education and Professional Development
institution	De La Salle University
building	De La Salle University Library
continent	Asia
country	Philippines Philippines
content_provider	De La Salle University Library
collection	DLSU Institutional Repository
topic	Teachers—Training of—Philippines Teacher Education and Professional Development
spellingShingle	Teachers—Training of—Philippines Teacher Education and Professional Development Daenos, Richard Albert G. Laganao, Emelita G. Tacbad, Vilma L. Aligning curriculum, pedagogy and assessment as a paradigm shift in implementing the new teacher education curriculum
description	Over the past years, there has been an unsurpassed global interests in educational transformation discourse. This was a consequence of public outcry at the poor performance of learners across the curriculum. It was also due to huge financial expenses incurred as a result of dysfunctional educational systems. At the heart of these deliberations, is the need to find a proliferation of educational initiatives across nations. Whether these curriculum initiatives will yield positive results is a subject of speculation.
format	text
author	Daenos, Richard Albert G. Laganao, Emelita G. Tacbad, Vilma L.
author_facet	Daenos, Richard Albert G. Laganao, Emelita G. Tacbad, Vilma L.
author_sort	Daenos, Richard Albert G.
title	Aligning curriculum, pedagogy and assessment as a paradigm shift in implementing the new teacher education curriculum
title_short	Aligning curriculum, pedagogy and assessment as a paradigm shift in implementing the new teacher education curriculum
title_full	Aligning curriculum, pedagogy and assessment as a paradigm shift in implementing the new teacher education curriculum
title_fullStr	Aligning curriculum, pedagogy and assessment as a paradigm shift in implementing the new teacher education curriculum
title_full_unstemmed	Aligning curriculum, pedagogy and assessment as a paradigm shift in implementing the new teacher education curriculum
title_sort	aligning curriculum, pedagogy and assessment as a paradigm shift in implementing the new teacher education curriculum
publisher	Animo Repository
publishDate	2007
url	https://animorepository.dlsu.edu.ph/faculty_research/6812
_version_	1767196628549107712

Aligning curriculum, pedagogy and assessment as a paradigm shift in implementing the new teacher education curriculum

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