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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... adapted to both the curriculum and the pupil , a greater interaction between the pupil and the teacher exists ... adaptation , as well as a high level of involvement by both the teacher and the learner . These three orientations ...
... adapted to both the curriculum and the pupil , a greater interaction between the pupil and the teacher exists ... adaptation , as well as a high level of involvement by both the teacher and the learner . These three orientations ...
Side
... adaptation in regard to change , may be determined by curriculum users . There are seven types of adaptation or involvement which potential curriculum users may have and persons leading the dissemination should take notice thereof and ...
... adaptation in regard to change , may be determined by curriculum users . There are seven types of adaptation or involvement which potential curriculum users may have and persons leading the dissemination should take notice thereof and ...
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... adaptation and renewal , for example by adapting the form of examination so that it may result in a change in the subject curriculum offered ( Centre for Science Education , 1975 : 7 , as quoted by Hattingh , 1989 : 25 ) . These aims ...
... adaptation and renewal , for example by adapting the form of examination so that it may result in a change in the subject curriculum offered ( Centre for Science Education , 1975 : 7 , as quoted by Hattingh , 1989 : 25 ) . These aims ...
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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