BASIC NATIONAL

CURRICULUM DESIGN
FOR THE PROFESSIONAL
CAREER OF ENGLISH
LANGUAGE TEACHER
The curriculum is assumed to be a process rather than a product
• According to Stenhouse (1984) a curriculum is defined as an educational proposal in
principle with essential features, but always open to critical scrutiny and capable of
being restructured.

• A curriculum is built using a process that involves several players to guide the design
of the curriculum itself (explicit curriculum) and define the learning experiences that
allow student to develop (real curriculum).

• A curriculum is a product of many cultural selection practices: pedagogical,

administrative and political. It expresses the social and cultural role of the
educational institution.
• Therefore, curriculum development is understood primarily as a process in which all
actors in the educational training institution concretize the construction of
Curriculum Project activities through planning, organization, implementation and
evaluation of curricular components making them more relevant and meaningful for
future teachers.

• The DCBN incorporates the skills approach, which assumes that teaching and
learning processes are opportunities to release the potential of students so that they
are increasingly autonomous and aware of their achievements and shortcomings in
order to become more effective educators. Higher education is understood,
therefore, as a process by which higher levels of professional development and
achievement can be reached