It is commonly agreed that published coursebook materials might not always meet the needs of individual schools. The notion of school-based curriculum development emerges and is considered as a powerful mean to bridge the gap between the intended curriculum and the needs of individual schools, teachers and learners as well as parents who are the stakeholders in the process of curriculum development. Curriculum adaptation is an interactive and dynamic process which requires genuine dialogue between parties involved in the process. This paper discusses a local primary school experience in tailoring the contents of their English textbooks for the Primary 3 and 4 pupils. It presents the theoretical principles that guide the curriculum adaption process. We will examine critically the roles of both the teacher educator and the teachers as the working partners in the adaptation process. Both tangible and intangible outcomes of the adaptation process will be shared to illustrate that collaborative dialogue between teacher educator and teachers is one of the key factors that contribute to the better understanding of the meaning of curriculum adaptation.
|Publication status||Published - 2004|