Teacher participation in English curriculum development
Date
2003
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
School of Education, UWI, St. Augustine
Abstract
This article explores the nature, achievement, and implications of teachers' participation in English curriculum development by focusing on teachers' functions, defined as what teachers do. Responses to a questionnaire (n=79) and data from a subsample (n=12) collected from classroom observations, interviews, teacher self-ratings, and student ratings of teachers and their teaching were obtained from teachers in 14 secondary schools in North Trinidad. The study found that teachers have a mainly consultative role in curriculum development. The discussion of the data on teacher functions addresses three issues involved in teacher participation in English curriculum development: its nature, teachers' contribution, and the implications of such teacher contribution for individuals and institutions
Description
Table of Contents
Keywords
English, Curriculum development, Teacher participation, Trinidad and Tobago
Citation
Steele, G. A. (2003). Teacher participation in English curriculum development. Caribbean Curriculum, 10, 37-60