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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... content . When a broad curriculum is developed , contents are therefore also considered . At this level one will not necessarily consider learning contents but rather the subject or study fields which must be included for the various ...
... content . When a broad curriculum is developed , contents are therefore also considered . At this level one will not necessarily consider learning contents but rather the subject or study fields which must be included for the various ...
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... contents to learning contents . Learning contents are encountered in textbooks and other literature such as articles , notes and self - work modules . Learning contents are therefore the extension of the core contents . Also the ...
... contents to learning contents . Learning contents are encountered in textbooks and other literature such as articles , notes and self - work modules . Learning contents are therefore the extension of the core contents . Also the ...
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... contents should never be heaped up in a reckless and unplanned manner . By letting the stress fall on the formative value of the contents , while there is presently an enormous explosion of knowledge taking place , there should be a ...
... contents should never be heaped up in a reckless and unplanned manner . By letting the stress fall on the formative value of the contents , while there is presently an enormous explosion of knowledge taking place , there should be a ...
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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