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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... function ( pupil helps to give structure to things ) , a content - giving function ( the learner contributes to the increasing experience of adulthood contents ) , a selective function ( learners must be able com- pletely to control ...
... function ( pupil helps to give structure to things ) , a content - giving function ( the learner contributes to the increasing experience of adulthood contents ) , a selective function ( learners must be able com- pletely to control ...
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... function need not necessarily be reserved only to a subject head but may also be carried out by every subject group ... function may supply guide - lines for suitable legislation . Carson ( 1984 : 19 ) alleges that this function may be ...
... function need not necessarily be reserved only to a subject head but may also be carried out by every subject group ... function may supply guide - lines for suitable legislation . Carson ( 1984 : 19 ) alleges that this function may be ...
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... function of the teacher is to instruct , but this involves other co - responsibilities as will clearly appear from ... functions is the one who would like to renew and change with a view to bringing subject curriculum development into ...
... function of the teacher is to instruct , but this involves other co - responsibilities as will clearly appear from ... functions is the one who would like to renew and change with a view to bringing subject curriculum development into ...
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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