EDUCATORS' A P P R O A C H E S TO CURRICULUM DEVELOPMENT

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dc.contributor.authorNgidi, David. P.
dc.contributor.otherFaculty of Humanities, Central University of Tectinology
dc.date.accessioned2015-03-25T10:39:35Z
dc.date.available2015-03-25T10:39:35Z
dc.date.issued2010
dc.date.issued2010
dc.descriptionResearch Articleen_US
dc.description.abstractThis study investigated educators' approaches to curriculum development. A quantitative research approach was used in a survey of a sample of 304 randomly selected participants. To this end. the Curriculum Orientation Profile (COP) was used. The findings indicated that educators differ significantly in their approaches to curriculum as the development of cognitive processes, technology, self-actualisation. social reconstruction, and academic rationalisation. The findings also indicated that teaching phase has a significant influence on educators' approach to curriculum as technology. The findings further indicated that development of cognitive processes:self-actualisation, technology and academic rationalisation are significant predictors of educators'approach to curriculum development. Suggestion for further similar research so that more lightcan be shed on the findings was made. Keywords: educators, teachers, appen_US
dc.format.extent4 914 403 bytes, 1 file
dc.format.mimetypeApplication/PDF
dc.identifier.issn16807456
dc.identifier.urihttp://hdl.handle.net/11462/262
dc.language.isoen_USen_US
dc.publisherUniversity Of Venda
dc.relation.ispartofseries;Volume9, Issue 2
dc.rights.holderUniversity of Venda
dc.subjecteducatorsen_US
dc.subjectTeachersen_US
dc.subjectApproachesen_US
dc.subjectOrientationsen_US
dc.subjectCurriculum developmenten_US
dc.subjectDevelopmenten_US
dc.titleEDUCATORS' A P P R O A C H E S TO CURRICULUM DEVELOPMENTen_US
dc.typeArticleen_US

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