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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Side 1980
... course important , but to ignore the principle that every child in the school is in fact part of a community and that that aspect can also be utilized within the class , can be a disadvantage . In this way pupils also develop a feeling ...
... course important , but to ignore the principle that every child in the school is in fact part of a community and that that aspect can also be utilized within the class , can be a disadvantage . In this way pupils also develop a feeling ...
Side 2012
... course which must be followed ( course ) and a finishing point which must be reached , aim or purpose . This often exhibits a similarity with the two - horse chariot in the sense that the two horses quite often pull in different ...
... course which must be followed ( course ) and a finishing point which must be reached , aim or purpose . This often exhibits a similarity with the two - horse chariot in the sense that the two horses quite often pull in different ...
Side 2013
... course was however rounded off in standard 10 and could not lead to tertiary training . This practical course has however as a result of various factors been done away with and a so - called Lower Grade subject level has been put in ...
... course was however rounded off in standard 10 and could not lead to tertiary training . This practical course has however as a result of various factors been done away with and a so - called Lower Grade subject level has been put in ...
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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