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The investigation also explores challenges teachers face and the support system they require. Data from 40 non-native EFL teachers were collected via a questionnaire and open-ended questions. Findings indicate no statistically significant differences between groups regarding curriculum design cognition, while both report limited theoretical knowledge, practical skills, time, and resources, and act as material adapters; they call for ongoing support and partnership for responsive teacher education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Teacher Education  \n\n| Volume 41 | Issue 12 | Article 6 |\n| --- | --- |\n\n2016  \nAdvocating School-University Partnership for Responsive Teacher Education and Classroombased Curricula: Evidence from Teachers’Cognitions about Principles of Curriculum Design and Their Own Roles  \nMuhammad Rahimi  \nUniversity of Auckland, New Zealand  \nLawrence Jun Zhang  \nUniversity of Auckland, New Zealand, [lj.zhang@auckland.ac.nz](lj.zhang@auckland.ac.nz)  \nNasim Nasr Esfahani  \nSepahan Institute of Higher Education, Iran  \nRecommended Citation  \nRahimi, M., Zhang, L., & Esfahani, N. (2016). Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers’ Cognitions about Principles of Curriculum Design and Their Own Roles. Australian Journal of Teacher Education, 41 (12).  \n[http://dx.doi.org/10.14221/ajte.2016v41n12.6](http://dx.doi.org/10.14221/ajte.2016v41n12.6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss12/6](http://ro.ecu.edu.au/ajte/vol41/iss12/6)  \nAustralian Journal of Teacher Education  \nAdvocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers’ Cognitions about Principles of Curriculum Design and Their Own Roles  \nMuhammad Rahimi  \nLawrence Jun Zhang*  \nUniversity of Auckland, New Zealand  \nNasim Nasr Esfahani  \nSepahan Institute of Higher Education, Isfahan, Iran  \nAbstract: This study investigated the differences between novice and  \nexperienced non-native English-speaking English-as-a-foreign  \nlanguage (EFL) teachers’ cognitions about EFL curriculum design  \nprinciples and their own roles in designing an EFL curriculum. The  \nchallenge these teachers faced in their roles and the support system  \nthey needed were also explored. Data were collected from 40 non  \nnatives English-speaking EFL teachers using a questionnaire and  \nopen-ended questions. The results show that the observed differences  \nbetween the two groups ’ cognitions about EFL curriculum design  \nprinciples were not statistically significant. Results also reveal that  \nboth groups believed they lacked the required theoretical knowledge,  \npractical skills, and time and financial resources to develop the  \nclassroom-based EFL curriculum and assumed the role of material  \nadapters for themselves. Teachers asserted that they tried to  \naccommodate their students’ needs, interests, and other contextual  \nfactors through teaching strategies. They expressed aspirations for  \nongoing support from local scholars and experienced teachers to  \nupdate their theoretical knowledge and to meet the challenges arising  \nfrom their teaching contexts. Implied in the teachers’ responses was  \ntheir need for developing a classroom-based EFL curriculum. In light  \nof the findings, we recommend initiating school-university partnership  \nfor developing responsive teacher education programmes for pre  \nservice as well as in-service teacher education.  \nKeywords: Teachers Cognition, EFL Curriculum Design, School-university Partnership  \nIntroduction  \nTeachers typically adopt either a curriculum fidelity, an adaptation, or an enactment approach (Shawer, 2010). The first category of teachers embraces a fidelity approach to the curriculum by solely transmitting the content and following the materials lesson-by-lesson or page-by-page. The second category of teachers pursues an adaptation approach by making  \nVol 41, 12, December 2016 83  \nAustralian Journal of Teacher Education  \nadjustments to the curriculum, for instance, through skipping tasks, changing the sequence, or adding new activities and tasks to the prescribed curriculum. The third group of teachers adoptsan enactment approach (classroom-based curriculum) by undertaking needs analysis, content and materials development, sequencing, formatting, and assessment by taking into account the particularities of their classroom and learners","cbCait1209SIRpKA","https://ap.wps.com/l/cbCait1209SIRpKA","pdf",666781,15,"English","# Abstract\n# Introduction\n# Review of the Literature\n## Theoretical Background","[{\"question\":\"What does the study investigate about EFL teachers?\",\"answer\":\"It examines how novice and experienced non-native English-speaking EFL teachers think about curriculum design principles and their own roles in designing an EFL curriculum.\"},{\"question\":\"How were the data collected?\",\"answer\":\"Data were collected from 40 non-native English-speaking EFL teachers using a questionnaire and open-ended questions.\"},{\"question\":\"What do the results say about differences between teacher groups?\",\"answer\":\"The observed differences between novice and experienced teachers’ cognitions about EFL curriculum design principles were not statistically significant, and both groups reported lacking key knowledge, skills, and resources.\"}]","Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers’ Cognitions about Principles of Curriculum Design and Their Own Roles | PDF",1792077797,38]