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Teacher Involvement in Curriculum Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Involvement in Curriculum Development./
Author:	Malebye, Lillian Malefsane.
Description:	1 online resource (82 pages)
Notes:	Source: Masters Abstracts International, Volume: 83-05.
Contained By:	Masters Abstracts International83-05.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28302019click for full text (PQDT)
ISBN:	9798744419691

Teacher Involvement in Curriculum Development.
Malebye, Lillian Malefsane.

Teacher Involvement in Curriculum Development. - 1 online resource (82 pages)

Source: Masters Abstracts International, Volume: 83-05.

Thesis (M.Ed.)--University of Johannesburg (South Africa), 1999.

Includes bibliographical references

In 'n veranderende en ontwikketende land soos Suid-Afrika, is daar 'n dringende behoefte aan dinamiese kurrikulumontwikkeling. Dit vereis die betrokkenheid van at die deelnemers in die betrokke samelewing (veral onderwysers) in die ontwerp, disseminering, imptementering en evaluering van die kurrikutum. Dit sal onderwysers in staat stel om die kurrikulum in die klaskamer (mikrovlak) te implementeer. Onderwyser se rot as opvoeder is onvervangbaar. Effektiewe kurrikutumontwikkeling kan nie sonder hulle plaasvind nie. In hierdie studie word dan ook gelet op die moontlike rot van onderwysers in kurrikutum-ontwikkeling. Die doel met die studie is: om ondersoek in te stel tot waiter mate die primere skootonderwysers in die Moretelegebied in die Noordwestelike Provinsie bereid is om betrokke te raak in kurrikulumontwikketing, en om uit te vind hoe die primere skootonderwysers in die Moretelestreek in die Noordwestelike Provinsie 'n effektiewe bydrae tot kurrikutumontwikkeling kan lewer. Die empiriese studie ressorteer in die kwalitatiewe navorsingsparadigma. Fokusgroeponderhoude is met onderwysers by primere skole in die Moretelestreek, in die Noordwestelike Provinsie gevoer. 'n Literatuurstudie van die fases van die kurrikutumontwikkeling dien as teoretiese raamwerk vir die studie. 'n Protokol is ontwikkel waarvotgens die kwalitatiewe data geanaliseer is. Tydens die fokusgroeponderhoude het die onderwysers gereageer op die votgende twee vrae: 1. In wafter mate is die primere skoolonderwysers in Moretelestreek, in die Noordwestelike Provinsie bereid om betrokke te raak by kurrikulumontwikketing? Floe kan primere skoolonderwysers in die Moretelestreek in die Noordwestelike Provinsie 'n effektiewe bydrae lewer tot effektiewe kurrikulumontwikketing? VTranskripsies van onderhandelings is gevoer en die protokol is verskaf en is bespreek met 'n onafhanklike dekodeerder om eenstemmigheid te verkry oor die hoof- en sub-kategoriee wat bespreek is. Die volgende strategies is uitgelig vir die bevordering en stimulering van die onderwysers in kunikulumontwikkeling: Indiensopleiding vir die onderwysers om die veranderings te kan behartig. Werkswinkels vir die onderwysers om idees uit te roil. Kursusse wat bygewoon kan word. Individuele onderwyserselfontwikkeling.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798744419691Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Teacher Involvement in Curriculum Development.
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100 1 $a Malebye, Lillian Malefsane. $3 3701988
245 1 0 $a Teacher Involvement in Curriculum Development.
264 0 $c 1999
300 $a 1 online resource (82 pages)
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500 $a Source: Masters Abstracts International, Volume: 83-05.
500 $a Advisor: Geyser, HC.
502 $a Thesis (M.Ed.)--University of Johannesburg (South Africa), 1999.
504 $a Includes bibliographical references
520 $a In 'n veranderende en ontwikketende land soos Suid-Afrika, is daar 'n dringende behoefte aan dinamiese kurrikulumontwikkeling. Dit vereis die betrokkenheid van at die deelnemers in die betrokke samelewing (veral onderwysers) in die ontwerp, disseminering, imptementering en evaluering van die kurrikutum. Dit sal onderwysers in staat stel om die kurrikulum in die klaskamer (mikrovlak) te implementeer. Onderwyser se rot as opvoeder is onvervangbaar. Effektiewe kurrikutumontwikkeling kan nie sonder hulle plaasvind nie. In hierdie studie word dan ook gelet op die moontlike rot van onderwysers in kurrikutum-ontwikkeling. Die doel met die studie is: om ondersoek in te stel tot waiter mate die primere skootonderwysers in die Moretelegebied in die Noordwestelike Provinsie bereid is om betrokke te raak in kurrikulumontwikketing, en om uit te vind hoe die primere skootonderwysers in die Moretelestreek in die Noordwestelike Provinsie 'n effektiewe bydrae tot kurrikutumontwikkeling kan lewer. Die empiriese studie ressorteer in die kwalitatiewe navorsingsparadigma. Fokusgroeponderhoude is met onderwysers by primere skole in die Moretelestreek, in die Noordwestelike Provinsie gevoer. 'n Literatuurstudie van die fases van die kurrikutumontwikkeling dien as teoretiese raamwerk vir die studie. 'n Protokol is ontwikkel waarvotgens die kwalitatiewe data geanaliseer is. Tydens die fokusgroeponderhoude het die onderwysers gereageer op die votgende twee vrae: 1. In wafter mate is die primere skoolonderwysers in Moretelestreek, in die Noordwestelike Provinsie bereid om betrokke te raak by kurrikulumontwikketing? Floe kan primere skoolonderwysers in die Moretelestreek in die Noordwestelike Provinsie 'n effektiewe bydrae lewer tot effektiewe kurrikulumontwikketing? VTranskripsies van onderhandelings is gevoer en die protokol is verskaf en is bespreek met 'n onafhanklike dekodeerder om eenstemmigheid te verkry oor die hoof- en sub-kategoriee wat bespreek is. Die volgende strategies is uitgelig vir die bevordering en stimulering van die onderwysers in kunikulumontwikkeling: Indiensopleiding vir die onderwysers om die veranderings te kan behartig. Werkswinkels vir die onderwysers om idees uit te roil. Kursusse wat bygewoon kan word. Individuele onderwyserselfontwikkeling.
520 $a In a changing and developing country like South Africa, there is an urgent need for dynamic curriculum development. This requires the involvement of the participants in the relevant society (especially teachers) in the design, dissemination, implementation and evaluation of the curriculum. This will enable teachers to implement the curriculum in the classroom (micro level).Teacher's rat as an educator is irreplaceable. Effective curriculum development cannot take place without them. In this study, attention is also paid to the possible failure of teachers in curriculum development. The aim of the study is:to investigate the extent to which the primary lap teachers in the Moretele area in the North-West Province are prepared to engage in curriculum development, andto find out how the primary lap teachers in the Moretele region in the North-West Province can make an effective contribution to curriculum development.The empirical study rests in the qualitative research paradigm. Focus group interviews were conducted with teachers at primary schools in the Moretele region, in the North-Western Province. A literature study of the phases of the curriculum development serves as the theoretical framework for the study.A protocol was developed according to which the qualitative data was analyzed. During the focus group interviews, the teachers responded to the following two questions:1. To what extent are the primary school teachers in the Moretele region, in the North-Western Province, prepared to get involved in curriculum development?Can primary school teachers in the Moretele region in the North-Western Province make an effective contribution to effective curriculum development?VTranscriptions of negotiations were conducted and the protocol provided and discussed with an independent decoder to achieve consensus on the main and sub-categories discussed.The following strategies were highlighted for the promotion and stimulation of the teachers in curriculum development:In-service training for the teachers to handle the changes.Workshops for the teachers to exchange ideas.Courses that can be attended.Individual teacher self-development.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Teaching. $3 517098
650 4 $a Innovations. $3 754112
650 4 $a Teachers. $3 529573
650 4 $a Education. $3 516579
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Johannesburg (South Africa). $3 3555351
773 0 $t Masters Abstracts International $g 83-05.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28302019 $z click for full text (PQDT)