School-based workshops for teacher participation in curriculum development

This paper examines a guideline for deliberation within the framework of a teachers' workshop for school-based adaptation of curriculum. This framework allows teachers to participate in the curriculum development process. The underlying assumption is that the appropriate way to conduct workshop deliberation is to relate the teachers' thinking to the curriculum process. The 'dilemma' is suggested as expressive of the state of teachers' thinking. A case study of a teachers' workshop is reported and excerpts of the teachers' deliberations are analyzed.