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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... school context . Although not always formally built into a school subject as part of the formal curriculum , these ... phase a further expression of the school phases and subjects actually takes place as they are now expressed by more ...
... school context . Although not always formally built into a school subject as part of the formal curriculum , these ... phase a further expression of the school phases and subjects actually takes place as they are now expressed by more ...
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Theory Into Practice Arend E. Carl. The teacher's responsibility in regard to broad educational policy and educational legislation EVELOPMENT fulfilling this ... school phase . Provision has also been made for differing types of schools.
Theory Into Practice Arend E. Carl. The teacher's responsibility in regard to broad educational policy and educational legislation EVELOPMENT fulfilling this ... school phase . Provision has also been made for differing types of schools.
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... school principal would probably also not have a direct share in any ... phase planning , subject choice pos- sibilities , matriculation exemption ... school . The teacher's responsibility in regard to syllabus development ERMENT THRO.
... school principal would probably also not have a direct share in any ... phase planning , subject choice pos- sibilities , matriculation exemption ... school . The teacher's responsibility in regard to syllabus development ERMENT THRO.
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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