Teacher participation in curriculum decision making : a study of teachers' opinions on history education at secondary schools in the Cape Peninsula

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dc.contributor.advisorSiebörger, Roben_ZA
dc.contributor.authorEbrahim, Radyaen_ZA
dc.date.accessioned2015-12-28T06:09:22Z
dc.date.available2015-12-28T06:09:22Z
dc.date.issued1994en_ZA
dc.descriptionBibliography: pages 91-96.en_ZA
dc.description.abstractThe current debates about curriculum policy decision making and the empirical investigation into the teaching of history in South Africa undertaken by the Human Sciences Research Council (1989-1991) have prompted this study. The research undertaken attempts to examine how history teachers' opinions can be collected, interpreted and utilised for curriculum policy formulation. The dissertation initially considers participation m curriculum decision-making and presents the case for the inclusion of teachers in decision making structures and processes. Recent initiatives in South Africa which have attempted to involve teachers in curriculum policy formulation are then examined. A research project was undertaken which surveyed the opinions of history teachers and the Cape Peninsula by means of questionnaires and interviews. Its results demonstrate that the research methodology employed impacts strongly on the information that is gathered and on the way that it can be utilised in curriculum policy formulation. The main conclusions reached were that teacher participation could contribute to a less technicist and more person-centered approach in curriculum development. This approach could improve the quality of the product (syllabus documents) and its subsequent adoption and implementation. The degree to which a school identifies with the syllabuses would be far greater, which would ensure flexibility and willingness to adapt to policies in which teachers have a sense of ownership.en_ZA
dc.identifier.apacitationEbrahim, R. (1994). <i>Teacher participation in curriculum decision making : a study of teachers' opinions on history education at secondary schools in the Cape Peninsula</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/15988en_ZA
dc.identifier.chicagocitationEbrahim, Radya. <i>"Teacher participation in curriculum decision making : a study of teachers' opinions on history education at secondary schools in the Cape Peninsula."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1994. http://hdl.handle.net/11427/15988en_ZA
dc.identifier.citationEbrahim, R. 1994. Teacher participation in curriculum decision making : a study of teachers' opinions on history education at secondary schools in the Cape Peninsula. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Ebrahim, Radya AB - The current debates about curriculum policy decision making and the empirical investigation into the teaching of history in South Africa undertaken by the Human Sciences Research Council (1989-1991) have prompted this study. The research undertaken attempts to examine how history teachers' opinions can be collected, interpreted and utilised for curriculum policy formulation. The dissertation initially considers participation m curriculum decision-making and presents the case for the inclusion of teachers in decision making structures and processes. Recent initiatives in South Africa which have attempted to involve teachers in curriculum policy formulation are then examined. A research project was undertaken which surveyed the opinions of history teachers and the Cape Peninsula by means of questionnaires and interviews. Its results demonstrate that the research methodology employed impacts strongly on the information that is gathered and on the way that it can be utilised in curriculum policy formulation. The main conclusions reached were that teacher participation could contribute to a less technicist and more person-centered approach in curriculum development. This approach could improve the quality of the product (syllabus documents) and its subsequent adoption and implementation. The degree to which a school identifies with the syllabuses would be far greater, which would ensure flexibility and willingness to adapt to policies in which teachers have a sense of ownership. DA - 1994 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1994 T1 - Teacher participation in curriculum decision making : a study of teachers' opinions on history education at secondary schools in the Cape Peninsula TI - Teacher participation in curriculum decision making : a study of teachers' opinions on history education at secondary schools in the Cape Peninsula UR - http://hdl.handle.net/11427/15988 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/15988
dc.identifier.vancouvercitationEbrahim R. Teacher participation in curriculum decision making : a study of teachers' opinions on history education at secondary schools in the Cape Peninsula. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1994 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/15988en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherTeacher participation in curriculum planningen_ZA
dc.subject.otherEducation, Secondary - Curriculaen_ZA
dc.subject.otherHistory - Study and teaching (Secondary) - South Africaen_ZA
dc.subject.otherCurriculum planningen_ZA
dc.titleTeacher participation in curriculum decision making : a study of teachers' opinions on history education at secondary schools in the Cape Peninsulaen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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