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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... question of teacher autonomy is also in issue here . It can assist in bringing about ownership and greater assumption . According to Nihlen ( 1992 ) this involvement may come to the fore inter alia when teachers also begin to function ...
... question of teacher autonomy is also in issue here . It can assist in bringing about ownership and greater assumption . According to Nihlen ( 1992 ) this involvement may come to the fore inter alia when teachers also begin to function ...
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... question papers , the subject knowledge of teachers or the subject teaching image ( subject didactic grounding ) of instructional leaders . Diagnostic evaluation is therefore often a search for valid answers to the question why a ...
... question papers , the subject knowledge of teachers or the subject teaching image ( subject didactic grounding ) of instructional leaders . Diagnostic evaluation is therefore often a search for valid answers to the question why a ...
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... questions much less to initiate curriculum change . ' - The teacher's responsibility in The school curriculum is ... question , ' How teachers can be professionally involved in the process of school curriculum development ' , as ...
... questions much less to initiate curriculum change . ' - The teacher's responsibility in The school curriculum is ... question , ' How teachers can be professionally involved in the process of school curriculum development ' , as ...
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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