Lesson planning within a learning-centred context
• Part 3: Microteaching and work-integrated teaching
practice • Chapter 10: The theory and practice of microteaching: Scaling down to scale up • Chapter 11: Teaching practice: Its purpose and implementation • Chapter 12: The teaching practice approach and models used in South Africa • Chapter 13: Leadership and management of teaching practice: Teachers’ and student teachers’ roles Chapter 14: Basic classroom management
•
Chapter 16: Portfolios in teaching practice: Paper-based versus e-based portfolios • Chapter 17: Electronic learning aids and social media in teaching • Part 4: Teacher training in cross cultural context
• Chapter 15: Policy implications for teaching practice in South Africa • • Chapter 18:
Internationalisation as a concept in teacher education • Chapter 19: Overcoming cross-cultural barriers in teacher education and practice • Chapter 20: The theory and practice of vocational teaching
Lecturer resources • Appendix of practical resources for classroom use • Links to additional resources
learningzone.oxford.co.za
SAIDE Curriculum: Organising knowledge for the classroom 3e
Editors: Y Reed, J Gultig and M Adendorff Author: U Hoadley Contributor: J Jansen
SAIDE Curriculum: Organising knowledge for the classroom 3e addresses the vital question of how one understands and develops curricula. The book discusses pertinent issues such as persistent inequalities in relation to recent curriculum developments in South Africa and the shift towards an educational system in line with a democratic and globally competitive society.
SAIDE Curriculum contains South African Institute of Distance Education (SAIDE) endorsed content that is practical and relevant in its approach. The textbook contains a series of case studies on a fi ctional school called Goniwe Primary that explore the diff erent approaches to curriculum. Activity and thinking boxes contextualise teaching concepts, encouraging readers to engage critically with curriculum theory.
The book is suitable for students taking undergraduate courses in Curriculum Studies as part of their BEd degree. The book will also benefi t PGCE, B.Ed Honours and ACE level Curriculum Studies students.
The third edition has been thoroughly edited and revised, and features: • New sections on assessment and content framing • Reference to the national Curriculum and Assessment Policy Statement (CAPS), including CAPS examples to explore curriculum issues
• Additional FET level examples • New readings from academic and policy texts to deepen the reader’s grasp of the issues.
“This learning guide can be of enormous use to teachers and managers whose role may be to monitor curriculum delivery. Apart from practical issues of planning and delivery in the classroom, the ideology behind curricula and the various ways they can be interpreted is applicable to all schools and teachers in their classrooms. The book succeeds in its aim to teach students about curricula. Its strength lies in the approach as the students are taught to refl ect, analyse and think about curriculum delivery in a practical way. ” Ms M Burger,
Dominican Convent: Head of High School
Table of Contents Section 1 Introducing the module • Section 2 What is the curriculum? • Section 3 How is the intended curriculum produced and organised? • Section 4 How is knowledge organised in the curriculum? • Section 5 How is the curriculum enacted in practice? • Section 6 How was the South African curriculum made? • Section 7 How is the curriculum assessed? • Section 8 The readings
PAPERBACK NOV 2012 OUP SA
376 PAGES 9780199045266 9780195999044
BEING A TEACHER
23
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42
