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. |
Inni boken
Resultat 1-3 av 48
Side
... lead to a rejection of change . Fear . If expectations clash with change , it may bring resistance . Information must be disseminated correctly and accurately other- wise it leads to distortion of information . Social influences ...
... lead to a rejection of change . Fear . If expectations clash with change , it may bring resistance . Information must be disseminated correctly and accurately other- wise it leads to distortion of information . Social influences ...
Side
... lead and support the child to becoming an independent , balanced adult in the service of the community , as well as a responsible , fully - fledged citizen of the country . ( d ) To guide the child in the development of life skills to ...
... lead and support the child to becoming an independent , balanced adult in the service of the community , as well as a responsible , fully - fledged citizen of the country . ( d ) To guide the child in the development of life skills to ...
Side
... lead to greater professionalization . Tanner and Tanner ( 1975 : 614 ) say : ' If teaching is to be a profession , the teachers must participate in curriculum development at the class - room , school and school system levels ...
... lead to greater professionalization . Tanner and Tanner ( 1975 : 614 ) say : ' If teaching is to be a profession , the teachers must participate in curriculum development at the class - room , school and school system levels ...
Andre utgaver - Vis alle
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