Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1998. / This case study explores, through critical reflection, the process of a school-based
curriculum change (SBCC) and examines to what extent the application of adult
education principles facilitates this process. The change is related to three issues:
the process of curriculum development; the shift towards professional development
based on adult education principles; and the changing role of the consultant in
relation to curriculum development.
Tire consultant came to realize that in order to promote school based curriculum
development it was necessary to work with the head of the department and the
teachers in a participative mode, rather than taking a stand as a curriculum
development expert. The research findings suggest that in order to apply adult
education principles to teachers’ professional development, the consultant needs
to move from consultancy based on an expert role towards consultancy based on
a process role. The research proposes that professional development based on adult
education principles and teamwork could be a promising introduction to a secondorder
change promoting a school culture of teamwork and critical reflection.
The researcher came to question the appropriateness of a case study based on
participant observation as a research methodology in the workplace. She suggests
that an action research could be more advantageous to promote a second-order
change and could be more in line with adult education principles.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/14545 |
| Date | 10 April 2014 |
| Creators | Herman, Chaya |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
Page generated in 0.0027 seconds