INSTITUTIONAL LOGICS OF CURRICULUM AND TEACHING IN NIGERIA

Baba, Babo; Ahmad, Isa

المجلة الجزائرية للبحوث النفسية والتربوية
Volume 0, Numéro 1, Pages 124-136
2021-12-01

Institutional Logics Of Curriculum And Teaching In Nigeria

Abstract

Educators seem to misperceive the diverse logics to which institutional curricula and teachings are made effective with due consideration to institutional differences. Thus, the paper focuses on conceptual analysis, various institutional logics of curriculum, different instructional curriculum design, various instructional logic of teaching, building blocks of successful instruction and concluded that; institutions make use of different logics in developing curriculum while curriculum designs are of different patterns and the only way to succeed is to adopt the pattern that will suit the purpose upon which it is made for, like wise teaching is being done in a different ways which include transmissive, transactive or transformative mode and the reviewers felt that, the best among them is transactive mode of teaching that has to do with lively interaction between the teacher and the learners. It is however recommended: a curriculum should be designed to suit the purpose upon which it is made for, stakeholders concerned with the responsibility of designing the curriculum should be very much conversant or familiar with the different patterns of curriculum design and they should understand when and where each design will be considered and transactive is recommended, this is due to its suitable nature of making the student active and full participant in teaching and learning process. The paper will be of great relevant to curriculum designers, planners, developers, teachers, curriculum students at all level of educational system as well as those with kin interest in curriculum and teaching