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 44
Side 16
... necessary to identify strong and weak points and to develop them on an ongoing basis . Feedback must lead to adaptations and improvements , for ex- ample of objectives , contents , media or methods . Ongoing moni- toring is necessary to ...
... necessary to identify strong and weak points and to develop them on an ongoing basis . Feedback must lead to adaptations and improvements , for ex- ample of objectives , contents , media or methods . Ongoing moni- toring is necessary to ...
Side
... necessary to be able to evaluate pupils . Teacher initiative and judge- ment ability are necessary to allow the process approach to come into its own . The benefits of an aim - orientated approach exceed the disadvant- ages as it can ...
... necessary to be able to evaluate pupils . Teacher initiative and judge- ment ability are necessary to allow the process approach to come into its own . The benefits of an aim - orientated approach exceed the disadvant- ages as it can ...
Side
... necessary to distinguish between curriculum- and learner - orientated evaluation . An exceptionally im- portant aspect appears to be not only the gathering of data but also the processing thereof to determine to what extent replanning ...
... necessary to distinguish between curriculum- and learner - orientated evaluation . An exceptionally im- portant aspect appears to be not only the gathering of data but also the processing thereof to determine to what extent replanning ...
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