Curriculum Development as Continuing Teacher Education

Abstract

Four years ago the German Education Council presented its recommendations for "the promotion of close links between curriculum development and practice" (1974). Although, on the one hand, these recommendations could be regarded as a reflex reaction to the partly negative experience of the first phase of curriculum development linked to the names of Robinsohn and Blankertz, on the other, the Education Council's recommendations did point up prospects for a new innovational strategy, whose central feature was teacher participation in curriculum development and the linking of continuing teacher education to such curriculum development. The discussion on educational policy gave rise to a series of projects that tested a number of versions of this strategy for innovation.