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. |
Inni boken
Resultat 1-3 av 42
Side 2027
... approaches . The following is a synopsis of his description of these views . The academic According to this approach curriculum development is a systematic approach process directed by academic rationality and theoretical logic . The ...
... approaches . The following is a synopsis of his description of these views . The academic According to this approach curriculum development is a systematic approach process directed by academic rationality and theoretical logic . The ...
Side 5
... approach regards the official curriculum as the prod- uct ( discussion focuses on objectives , prescribed contents , goals and evaluation / decision - making ... approach . The criteria of the artistic approach are not mastering and.
... approach regards the official curriculum as the prod- uct ( discussion focuses on objectives , prescribed contents , goals and evaluation / decision - making ... approach . The criteria of the artistic approach are not mastering and.
Side 6
... approach does not regard design as a problem and regards some of the other approaches as unwieldy , unnecessary or as a risk . A design is followed which is convenient and practical for specific circumstances . It may take place either ...
... approach does not regard design as a problem and regards some of the other approaches as unwieldy , unnecessary or as a risk . A design is followed which is convenient and practical for specific circumstances . It may take place either ...
Andre utgaver - Vis alle
Vanlige uttrykk og setninger
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