Toward a Dual-Growth Model of Curriculum Development

Three main objectives provided the direction for this qualitative study. First, to explain the stages in the development of the Green Teacher Education Curriculum of Philippine Normal University Visayas; second, to describe the experiences of the faculty as participants in the curriculum development process; and third, to develop a model of curriculum development grounded from the experiences of the faculty. Purely qualitative in nature, this study also makes use of document analysis and ex post facto method as research methodology. It takes the form of an ex post facto research as interview data were gathered after the process of developing the curriculum has already culminated. Document analysis was utilized in looking into technical reports and minutes of meeting which provided the data in describing the process of curriculum development. In describing the experiences of the faculty, semi-structured interview and FGD were the methods of data collection. Since this study is also characterized as an ex post facto research, the calendar technique was used in the process of conducting the interview. Moreover, in the formulation of the model, the pagsasalintulad methodology was utilized. The data gathered were validated through member checking and triangulation. Data analysis revealed that the process of curriculum development undergoes the Priming, Calibration, Immersion, and Practice or the PCIP stages. The acronym 4As, which stand for Ambivalence, Acceptance, Adaptation, and Acclamation encapsulates the experiences of the faculty involved in the process. With these two sets of data, the dual-growth model of curriculum development was conceptualized.