INTRODUCTION

Teacher-centered curriculum refers to a body of assumptions about the purposes

of education, beliefs about knowledge, learners, and learning observable in
teacher behaviours and classroom practices. Teacher-centered curriculum
embraces an orientation toward education as a venue for socializing students
toward enacting their roles in society through mastery of particular skills and
traditional values. Beliefs associated with teacher-centered curriculum focus on
specific knowledge, including official curriculum and core curriculum. From
this orientation, knowledge becomes a commodity transmitted from teachers to
learners who are presumed to be receptive vessels. Teacher-centered curriculum
is most effectively and efficiently transmitted through methods that impose
curricular order and is characterized by pedagogical methods that presume
teacher as authority, learning through repetition, and learning as a quantifiable
outcome.

Teacher Centered Curriculum, the Role of Teachers & Curriculum

In teacher centered curriculum design, the teacher is the centre of interest. This
types of curriculum emphases the involvement of the teacher in the curriculum
development. Teacher plays an important role in the development of the
student. He participates in a number of activities at a classroom level. For
instance, they select teaching materials, teaching strategies, use of audio-visual
aids and so on
So, teacher should take interest in any combination of curriculum development
decision making role at the school level. Following are the roles of teacher in
curriculum development.

Implementers of developed curriculum

Adapters
Developers
Researches
1. Implementers
As an “Implementer” or “receiver”, the teacher role is to apply the developed
curriculum elsewhere. In this role the teacher has the minimum of responsibility
and involvement in the curriculum development phase of the curriculum
process, though he has a significant role in the application phase of this process.

2. Adapters
As an adopters, the role of the teacher is just the same as an implementer, this is
somewhat conceptual term which indicates that the teacher become ready to
accept the curriculum in order to implement it.
3. Developers
As a developer, the teacher role is to take part in the curriculum development
process. In Pakistan, some respective teachers are being invited to attend
various meetings held by the higher authorities in order to make contributions in
curriculum development or curriculum evaluation process.
4. Researchers
Curriculum is a dynamic process, keeping in view the characteristics, there is a
need to conduct research in order to bring about desirable changes in the
curriculum. Teachers in the most of the countries are taking part in various
types of researchers in curriculum development process.  These are
To review the curriculum
To evaluate the curriculum 
What is a teacher centered curriculum?
Teacher-centered curriculum refers to a body of assumptions about the purposes
of education, beliefs about knowledge, learners, and learning observable
in teacher behaviors and classroom practices.
Similarly, it is asked, what is a teacher centered approach?

A teacher-centred approach is one where activity in the class is centred on

the teacher. It can be compared to a learner-centred approach. Teacher-
centred lessons are generally associated with traditional approaches to language
learning, but teacher-centred activity can be useful in a variety of ways
in teaching.

Furthermore, why is teacher centered learning not good? Cons. When students

work alone, they don't learn to collaborate with other students, and their
communication skills may suffer. Teacher-centered instruction can be boring for
students. Teacher-centered instruction doesn't allow students to express
themselves, ask questions, and direct their own learning.

Similarly, what is a learner centered curriculum?

Learner Centered curriculum the centre of interest is the learner. Learner

centered design emphasizes individual development and their approach to
organizing the curriculum merges from the needs, interests and purposes of
students.

What is teacher centered and learner centered approach?

Teacher-Centered Versus Learner-Centered Learning

Teacher-Centered Learner-Centered
Focus is on both students and
Focus is on instructor
instructor
Focus is on language forms and Focus is on language use in typical
structures (what the instructor knows situations (how students will use the
about the language) language)
REFERENCES
Wiles, Jon (2008). Leading Curriculum Development.
p. 2. ISBN 9781412961417.
^ Adams, Kathy L.; Adams, Dale E. (2003). Urban Education: A Reference
Handbook. ABC-CLIO. pp. 31–32. ISBN 9781576073629.
^ Jump up to:a b Kelly, A. V. (2009). The curriculum: Theory and practice (pp.
1–55). Newbury Park, CA: Sage.
^ Dewey, J. (1902). The Child and the Curriculum (pp. 1–31). Chicago: The
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^ Jump up to:a b Braslavsky, C. (2003). The curriculum.
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^ Jump up to:a b Oxford English Dictionary, "Curriculum," 152
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^ Diane Ravitch, National Standards in American Education A Citizen's
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^ "Harvard Gazette: Discussing the Core Curriculum". Harvard University.
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^ Bronner, Ethan (5 June 1999). "U. of Chicago President to Return to
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 SA’ADATU RIMI COLLEGE OF EDUCATION KUMBUTSO
KANO STATE
P.M.B 3218
SCHOOL OF SECONDARY EDUCATION
DEPARTMENT OF ISLAMIC STUDIES
COMBINATION: ISLAMIC/ ENGLISH
COURSE TITLE: CURRICULUM STUDIES
COURSE CODE: EDU221
GROUP (A)
QUESTION:
TEACHER CENTERED CURRICULUM
S/N NAMES ADMISSION NO.
1. ZAHARAU ABDULLAHI IDRIS ISS/01/19/0931
2. FATIMA SANI ISS/01/19/0932
3. IDRIS YAHAYA ABDUL ISS/01/19/0934
4. FIDDAUSI HANAFI SULAIMAN ISS/01/19/0937
5. NURA ADAMU MUSA ISS/01/19/0939
6. MUDASSIR SAMINU IBRAHIM ISS/01/19/0940
7. DAYYABU BASHIR TAMINU ISS/01/19/0947
8. IBRAHIM JAMIL AHMAD ISS/01/19/0950
9. AUWALU HARUNA ISS/01/19/0953
10. SAMINU ISAH KALID ISS/01/19/0954
11. ALIYU YUSUF ISS/01/19/0955
12. NABILA ABUBAKAR SALEH ISS/01/19/0956
13. MABARUKA ALIYU TAMASI ISS/01/19/0960
14. MUSA LIMAN IBRAHIM ISS/01/19/0961
15. ABBAS LIMAN IBRAHIM ISS/01/19/0962
16. ATIKA IDRIS TANIMU ISS/01/19/0963
17. MAIMUNA MUHAMMAD TAHIR ISS/01/19/0966
18. RABIATU HARUNA SALISU ISS/01/19/0967
19. LAWAN YUSUF ALIYU ISS/01/19/0971
20. HABIBA AMINU IBRAHIM ISS/01/19/0973