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 2034
... influenced by developers ' particular orientation in regard to a curriculum . A particular orientation may determine the ... influence the curriculum . Community and school are inseparably bound in that the relevant values may eventually ...
... influenced by developers ' particular orientation in regard to a curriculum . A particular orientation may determine the ... influence the curriculum . Community and school are inseparably bound in that the relevant values may eventually ...
Side 15
... influences of the day and decide how curriculum development will be affected by them . Curriculum changes which have taken ... influence curriculum change . People must be involved with curriculum development so that they may be bound to ...
... influences of the day and decide how curriculum development will be affected by them . Curriculum changes which have taken ... influence curriculum change . People must be involved with curriculum development so that they may be bound to ...
Side
... influence or persons but also on the teacher himself . Therefore participation is essential . Teachers may therefore also act as facilitators and initiators in regard to the broad school curriculum . Teacher involvement is there- fore ...
... influence or persons but also on the teacher himself . Therefore participation is essential . Teachers may therefore also act as facilitators and initiators in regard to the broad school curriculum . Teacher involvement is there- fore ...
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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