A Proposed Conceptual Model of Relevance of Teacher Education Curriculum

Michael Bobias Cahapay 1 *

International Journal of Professional Development, Learners and Learning, Volume 3, Issue 1, Article No: ep2105

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There is a paucity of research and unresolved debate on the criterion of relevance in curriculum development across educational contexts. This paper is an initial research with the goal to propose a conceptual model of relevance in the context of teacher education. Following a qualitative research design, this study involved a maximum variation sampled participants from different sectors of teacher education. The main data analysis technique used was the thematic analysis. The result illustrates relevance through three themes; personal relevance, professional relevance, and societal relevance. This paper demonstrates relevance in the context of teacher education as a multifaceted criterion and can be presented through three expanding levels. A conceptual model of the relevance of the teacher education curriculum is depicted in the discussion of this study. Acknowledging further the robust process of model development in curriculum studies, continuous validation of the proposed model is recommended.



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