What are teacher's perceptions of Teacher-led curriculum initiatives in relation to change in practice?

DSpace/Manakin Repository

Show simple item record

dc.contributor.author Hugo, Desiree Margaret
dc.date.accessioned 2006-11-16T06:33:35Z
dc.date.available 2006-11-16T06:33:35Z
dc.date.issued 2006-11-16T06:33:35Z
dc.identifier.uri http://hdl.handle.net/10539/1753
dc.description Student Number : 0317854T - MEd research report - School of Education - Faculty of Humanities en
dc.description.abstract School effectiveness and school improvement research is a worldwide phenomenon that has inspired a great deal of literature. This report examines teachers’ perceptions of a teacher-led curriculum development initiative currently effective in independent schools in the Gauteng Province of South Africa, and it describes strategies for implementation for interested schools. It is a programme that focuses school improvement back into the classroom, with teachers leading the changes at their site of practice. The Gauteng Independent Schools Curriculum Development Initiative (GISCDI) is a teacher-led initiative. Qualitative research generates an understanding of how the mechanisms of this initiative impact on the lives of teachers and students. It provides detailed explanations of teachers’ perceptions of change in actual classroom practices, pedagogy and curriculum implementation by entering into conversations with selected participants. It considers the changes in light of reflective practice, after involvement in the GISCDI. The report accesses the different methodologies the teachers implemented in their classrooms, after the teacher-led interventions were presented to them. It also considers the concepts of teacher leadership, trust, distributed leadership and collegiality as being the core elements to initiating, implementing and sustaining change in practice, to benefit student learning and improving schools. en
dc.format.extent 104338 bytes
dc.format.extent 96279 bytes
dc.format.extent 107517 bytes
dc.format.extent 214397 bytes
dc.format.extent 201707 bytes
dc.format.extent 103857 bytes
dc.format.extent 104879 bytes
dc.format.extent 54356 bytes
dc.format.extent 50537 bytes
dc.format.extent 39175 bytes
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.language.iso en en
dc.subject teacher leadership en
dc.subject distributed leadership en
dc.subject trust and risk taking en
dc.subject collegiality en
dc.subject implementing change in classroom practice en
dc.subject professional image en
dc.subject teacher-led curriculum initiatives en
dc.subject curriculum development en
dc.subject reflective practice en
dc.title What are teacher's perceptions of Teacher-led curriculum initiatives in relation to change in practice? en
dc.type Thesis en


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search WIReDSpace


Browse

My Account

Statistics