ABSTRACT
This chapter presents a pragmatic case study of 10 lecturers’ reflections on the utilization of curricular spider web in teaching and supervising Master of Education (MEd) students. Vertical reflections are interrogations gathered by lecturers on their actions, of curriculum objectives, hardware resources, assessment of learning, physical access, instructor role, hours, face-to-face environment and the content-centered approach. The lecturers were invited through electronic mail to participate in the study. They were given consent forms that explained the nature of the study and their rights in terms of confidentiality, anonymity, privacy and withdrawal was there were a need, benefits and ethical principles. By having control over curriculum, lecturers are able to decide how much of performance curriculum and/or how much of competence-based curriculum they need in their teaching and supervision to support their students. Purposive and convenience samplings were used to choose the most accessible lecturers or supervisors who taught and supervised MEd students.
