Teacher Empowerment Through Curriculum Development: Theory Into PracticeJuta, 1995 - 275 sider This text argues that teachers have a cardinal role to play in curriculum development, as they are directly involved in class-room practice. It explores topics relating to curriculum development, design and implementation and examines the responsibility of the empowered teacher. |
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... able to maintain good human relations , be able to identify potential and what people are able to do , maintain good interpersonal communication and they must show their teachers that they have enough confidence in them to give them the ...
... able to maintain good human relations , be able to identify potential and what people are able to do , maintain good interpersonal communication and they must show their teachers that they have enough confidence in them to give them the ...
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... able to do this , the teacher must be able to identify and formulate objectives , analyse content , plan learning experience opportunities , consider teaching methods and the sequence of constructional learning events and to be able to ...
... able to do this , the teacher must be able to identify and formulate objectives , analyse content , plan learning experience opportunities , consider teaching methods and the sequence of constructional learning events and to be able to ...
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... able to contribute towards the changing and development of their environment and be able to meet the curriculum challenges that face South Africa . Vaughn's ( 1976 : 24 ) opinion may be stated here as the ideal : ' All individuals have ...
... able to contribute towards the changing and development of their environment and be able to meet the curriculum challenges that face South Africa . Vaughn's ( 1976 : 24 ) opinion may be stated here as the ideal : ' All individuals have ...
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activities aims approach aspects broad curriculum Carl Cawood class-room classification components contribution control accounts criteria curric curricula curriculum agents curriculum design curriculum dissemination curriculum evaluation curriculum models curriculum studies D.Ed databases decision-making determine dynamic curriculum development educational effective curriculum empowered teacher evaluation strategies example factors function goals Hattingh identify important initiative input instructional learning situation inter alia Jordaan knowledge kurrikulumontwikkeling leadership learner learning contents learning experiences lesson ment methods of evaluation micro-curriculum Module needs objectives Oliva ongoing orientation outcomes particular persons practice Pretoria principles process of curriculum programme pupils rationale regard to curriculum relevant renewal role school curriculum school phase school principal situation analysis skills social South Africa specific strategies subject curriculum development subject group subject teacher syllabus development Taba take place teacher empowerment teacher involvement teacher participation teaching methods thereof tion trial balance ulum University of Stellenbosch utilization various