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The purpose of this paper was to review practitioners' conception and involvement in the curriculum development and implementation process. Different empirical works done in Ethiopia and reflections of lived experiences of the researchers were used as sources of this review. The results revealed that the dominant curriculum conceptualization of the practitioners was found to be consistent with the technical procedural curriculum conception. The participation of practitioners in Ethiopia faced varied challenges including academic qualification, power imposition, and failure to consider curriculum as a practical and a phenomenological study. Finally, the researchers forwarded relevant recommendations as detailed in the text.

The purpose of this paper was to review practitioners' conception and involvement in the curriculum development and implementation process. Different empirical works done in Ethiopia and reflections of lived experiences of the researchers were used as sources of this review. The results revealed that the dominant curriculum conceptualization of the practitioners was found to be consistent with the technical procedural curriculum conception. The participation of practitioners in Ethiopia faced varied challenges including academic qualification, power imposition, and failure to consider curriculum as a practical and a phenomenological study. Finally, the researchers forwarded relevant recommendations as detailed in the text. [ABSTRACT FROM AUTHOR]