Paradigms of curriculum design: Implications for South African educators

Abstract

This paper provides an overview of the four major research paradigms and suggests that they provide useful ways of looking at curriculum design. It proposes that worldviews can be roughly delineated along similar categories to those of research and that the fundamental differences between these four paradigms is a major factor accounting for the different ways in which educators approach the task of curriculum design. The paper uses quotes from course evaluations to illustrate these differences and to question how educators with each of the four worldviews would use student evaluations as a means of course improvement.



Key words: Research paradigms, curriculum design, student evaluations, academic development


[Jnl for Language Teaching Vol.37(2) 2003: 215-223]