A Reflection on Curriculum and Pedagogy based on the Professors' Perspective: A Case Study of Curriculum and Pedagogy Department- UBC

The present study aims to explore and explain the curriculum understanding for teaching in the classroom, and the respective pedagogy vision, based on the professors' perspectives of the curriculum and pedagogy department in UBC. The data was collected through a qualitative- case study research design using a phenomenological approach and a semi-structured interview. The data were analyzed based on analytic induction. The participants in this study were selected using a purposeful sampling based on three criteria: grade of professor, teaching experience and field of activity. Seven professors were selected, in the fields of curriculum theory, teacher education curriculum, teacher education curriculum and scholarship, science education, art education, social studies education, and higher education. The findings revealed 15 components of curriculum understanding and 14 components of pedagogy. Contemplating on the findings, it was deduced that the curriculum understanding and the pedagogy vision are affected by two different paradigms. The first paradigm which interprets curriculum as an unfinished project and a complicated conversation, based on big ideas. It pursues pedagogy of subject transformation by applying theoretical, critical and spiritual views. And the second paradigm that interprets curriculum as a problem-oriented and a developed design based on the goals. It employs the pedagogy of understanding and instructing knowledge, with critical view, based on thoughtfulness and respect for diverse voices. on thoughtfulness and respect for diverse voices.