Teacher participation in curriculum development as an investment in human resource development

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dc.contributor.authorSteele, Godfrey A.
dc.date.accessioned2024-02-16T14:28:09Z
dc.date.available2024-02-16T14:28:09Z
dc.date.issued1992
dc.descriptionBiennial Cross-Campus Conference on Education, 2nd, St. Augustine, Trinidad, 22-24 April, 1992
dc.description.abstractThis paper briefly reviews human resource management issues that have implications for a reconceptualization of the role of teachers in curriculum development, and surveys official educational philosophies, policies, and practices of selected Caribbean countries within the context of curriculum development and teacher participation. The three general patterns of teacher participation in curriculum development are identified: 1) no obvious teacher participation, 2) claimed but not obvious teacher participation, and 3) obvious teacher participation. The findings are seen as indicative of the need for a rethinking of what human resource development in an educational context should mean.
dc.description.sponsorshipThe University of the West Indies, Faculty of Education
dc.identifier.otherCERIS - 280/204/UWI(2):23
dc.identifier.urihttps://hdl.handle.net/2139/56531
dc.language.isoen_US
dc.subjectcurriculum development
dc.titleTeacher participation in curriculum development as an investment in human resource development
dc.typeOther

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