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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... learning actions , in other words actions on the part of the teacher and the learner , a learning opportunity is created for the pupil also to be personally and actively involved with a view to deriving the most meaningful experi- ence ...
... learning actions , in other words actions on the part of the teacher and the learner , a learning opportunity is created for the pupil also to be personally and actively involved with a view to deriving the most meaningful experi- ence ...
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... learning . Cognitive feedback is more effective if time - lapse is limited . ( 6 ) The greater the variety of learning experiences offered to the pupil , the greater the chance that the latter will be able to generalize and discriminate ...
... learning . Cognitive feedback is more effective if time - lapse is limited . ( 6 ) The greater the variety of learning experiences offered to the pupil , the greater the chance that the latter will be able to generalize and discriminate ...
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... learning contents - - - It complies with the required criteria . It links up with the set objectives . The classification of learning contents takes place ac- cording to the required classification principles . Pupils themselves also ...
... learning contents - - - It complies with the required criteria . It links up with the set objectives . The classification of learning contents takes place ac- cording to the required classification principles . Pupils themselves also ...
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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