Vol. 10 (2003)

Teacher Participation in English Curriculum Development

Godfrey A. Steele
The University of the West Indies, St. Augustine Campus


  • English,
  • Curriculum Development,
  • Teacher Participation,
  • Trinidad and Tobago

How to Cite

Teacher Participation in English Curriculum Development. (2015). Caribbean Curriculum, 10(1), 37-62. https://journals.sta.uwi.edu/ojs/index.php/cc/article/view/645


This article explores the nature, achievement, and implications of teachers' participation in English curriculum development by focusing on teachers' functions, defined as what teachers do. Responses to a questionnaire (n=79) and data from a sub-sample (n=12) collected from classroom observations, interviews, teacher self-ratings, and stuident ratings of teachers and their teaching were obtained from teachers in 14 secondary schools in North Trinidad. The study found that teachers have a mainly consultative role in curriculum development. The discussion of the data on teacher functions addresses three issues involved in teacher participation in English curriculum development: its nature, teachers' contribution, and the implications of such teacher contribution for individuals and institutions.