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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... actions are in fact linked but each has its own nature in each particular situation . In the same way the classification action of core content by a curriculum committee will appear different from the arrangement and classification of ...
... actions are in fact linked but each has its own nature in each particular situation . In the same way the classification action of core content by a curriculum committee will appear different from the arrangement and classification of ...
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... action within your particular school ( any teacher - related matter ) ; you were exposed to a dissemination action within your subject group . 3. Study the types of attitudes of consumers to change as mentioned in paragraph 5.2.1 ...
... action within your particular school ( any teacher - related matter ) ; you were exposed to a dissemination action within your subject group . 3. Study the types of attitudes of consumers to change as mentioned in paragraph 5.2.1 ...
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... action . Additional instruction ( for example , outside normal school hours ) . Evaluation activities such as the ... actions that the teacher may now make a direct contribution in order to extend and strengthen his / her particular ...
... action . Additional instruction ( for example , outside normal school hours ) . Evaluation activities such as the ... actions that the teacher may now make a direct contribution in order to extend and strengthen his / her particular ...
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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