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
... teacher as curriculum agent , the whole question of teacher participation and teacher freedom in regard to curriculum development is also involved . Each teacher must be systematically empowered in regard to curriculum development , to ...
... teacher as curriculum agent , the whole question of teacher participation and teacher freedom in regard to curriculum development is also involved . Each teacher must be systematically empowered in regard to curriculum development , to ...
Side 1981
... teacher should not be just a receiver of curricula but in fact a curriculum developer . Teachers must however be empowered to be curriculum agents in the true sense of the word . The crucial question which will be addressed in this book ...
... teacher should not be just a receiver of curricula but in fact a curriculum developer . Teachers must however be empowered to be curriculum agents in the true sense of the word . The crucial question which will be addressed in this book ...
Side
... teacher should be involved with it . If teachers experience that they also have a share in it , greater professional growth may take place and this ... empowered teachers THE BESPONSIBILITY OF THE EMPOWERED TEACHER IN REGARD TO CURRICULUM.
... teacher should be involved with it . If teachers experience that they also have a share in it , greater professional growth may take place and this ... empowered teachers THE BESPONSIBILITY OF THE EMPOWERED TEACHER IN REGARD TO CURRICULUM.
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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