Lecturers’ stories of teaching understanding hidden curriculum enactment in a private higher education institutions
DOI:
https://doi.org/10.17159/ijtl.v19i1.18856Keywords:
hidden curriculum, teaching, narrative study, graduate competencies, private higher educationAbstract
The hidden curriculum is embedded in all levels of education, and an integral part of higher education. However, the hidden curriculum remains a challenging concept to understand and define. The focus of this study was to gain insight into the lecturer dimension of the hidden curriculum, as research on the lecturer dimension of the hidden curriculum is limited, even more so in private higher education. A narrative approach was adopted and provided valuable stories and reflections from lecturers regarding the main areas that they enact the hidden curriculum in their classroom (developing graduate competencies, supplementing the formal curriculum, enhancing the student learning experience), the importance of lecturer reflection, and the relevance of the private nature of the higher education institutions. This study contributes to a more holistic understanding of the enactment of the hidden curriculum by lecturers in private higher education, and what lecturers experience the hidden curriculum to be.
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