HBEDTL6 - Carl Textbook Chapter 1 to 9 Full Summary of "Teacher Empowerment Through Curriculum Development: Theory Into Practice"
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Course
HBEDTL6 HONS BED (HBEDTL6)
Institution
University Of South Africa (Unisa)
Book
Teacher Empowerment Through Curriculum Development
This document summaries ch1 to 9 of Teacher Empowerment Through Curriculum Development: Theory Into Practice by A E Carl in detail. Great for exam prep to simplify studying! A must have !
Ch 1: Empowerment of teacher as curriculum agent.
1.1 Introduction pg.1
*Teachers must be systematically empowered in curriculum development to optimize
teaching/learning events in classroom.
*Curriculum development, contributes to develop learner's potential optimally.
*Teacher's adaptation & style determine the quality of classroom activities.
*Learners can also develop a feeling of interdependence in the class.
*Empowered teacher not regard the syllabus as a recipe, but opportunities to experiment &
make it relevant & meaningful (& it requires specific knowledge, skills, proficiency).
*Teacher act as facilitator & make children realize they have a share in own learning.
*Teacher is not only a receiver of curricula, but developer of curricula! - Curriculum agents
*Teacher accepts responsibility that they are adequately empowered - self- empowerment NB.
*Curriculum development must not be a domain of specialists and "those who know" (outside
class!!!)
1.2 Notional and concept statement. Pg. 3
Empowerment: Jan 2015 3.1a
Definition: Process of development & growth through which person goes which enables him to
make independent decisions & act autonomously & independently makes a contribution
towards development of his particular environment.
Why is it important to empower teachers in Curriculum development. Jan2015 3.2, Jan 2014
4.2a
1. Process of growth and development - enable teacher to not only optimize teaching-
learning situation but also own potential as educator.
2. Teachers has a right to be involved – professionals – decide what and how taught!
3. Allow participation & give equal right to decision-making, e.g. content-related discussions
4. Respect as professional especially in classroom and subject decision making.
5. Growth & development – in ongoing training.
6. Exposition to formal and informal curriculum discussions with fellow teachers
7. Growth in professionalism as teachers make decisions & take responsibility.
Page 1 of 49
, Factors that hinder empowerment in specific situations. Jan 2014 4.2b
1. Being excluded form Curriculum development
2. Being deprived from relevant information
3. Curriculum decisions being imposed on teachers
4. Lack of necessary resources
5. Lack of support from seniors and curriculum specialist.
*Give teachers more individual autonomy, discretion, control in conducting work - encourages
greater sense of ownership & responsibility for quality student learning
- Community in which Empowerment can thrive:
* Shared norms & values Reflective dialogue
* Collective focus on student learning Collaboration
*Teacher decision maker & not empowered by others.
*Empowerment strengthens teacher and learner motivation.
*Empowerment takes place through process & is not without structure.
*Key to empowerment – teacher involvement.
- Conditions for teacher empowerment have to be created in a school setting:
Fostering of caring relationships
Build structure & social support
Identification of shared instructional strengths.
- Benefits of teacher Empowerment: Profile of an empowered teacher Jan 2014 4.3
1. Teacher job performance increase improved teacher morale
2. Teacher knowledge of subject matter increase higher learner motivation &
achievement
3. Clear about the curriculum that he/she teaches
4. Takes decisions that he can back up
5. Has good report with all stakeholders
6. Takes part in professional development initiative.
1.3 Manifestations of empowerment: pg.7 Jan 2014 4.1, Jun 2015 4.4a
A situational analysis of empowerment:
1. Teacher’s empowerment leads to greater professionalization with more authority,
status and individual growth.
2. Although teachers have greater control, it is monitored during a weekly meeting with
the principal.
3. The culture and needs of the children are taking into consideration to have learning
that is more effective.
4. Teaching methods are refined based on the knowledge received during curriculum
development.
Page 2 of 49
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