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 1983
... decision - making is also a characteristic of most descriptions . Melenyzer ( 1990 ) alleges that true empower- ment leads to a growth in professionalism as teachers become involved with and take responsibility for decisions taken by ...
... decision - making is also a characteristic of most descriptions . Melenyzer ( 1990 ) alleges that true empower- ment leads to a growth in professionalism as teachers become involved with and take responsibility for decisions taken by ...
Side 4
... decision - making and transformation . This classi- fication may then appear as follows : Tradition - Behaviourism - Subject discipline - Social orientation ... PROCESS OF CURRICULUM BEVELOPMENTS TRADITION TRANSMISSION DECISION - MAKING.
... decision - making and transformation . This classi- fication may then appear as follows : Tradition - Behaviourism - Subject discipline - Social orientation ... PROCESS OF CURRICULUM BEVELOPMENTS TRADITION TRANSMISSION DECISION - MAKING.
Side 16
... decision - making process . Curriculum planners must definitely make a variety of decisions in co - operation with other involved parties , decisions which may range from what objectives , contents and methods must be fol- lowed to what ...
... decision - making process . Curriculum planners must definitely make a variety of decisions in co - operation with other involved parties , decisions which may range from what objectives , contents and methods must be fol- lowed to what ...
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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