Teacher participation in English curriculum development
| dc.contributor.author | Steele, Godfrey A. | |
| dc.date.accessioned | 2010-04-15T20:44:29Z | |
| dc.date.available | 2010-04-15T20:44:29Z | |
| dc.date.issued | 2003 | |
| dc.description.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 | en |
| dc.identifier.citation | Steele, G. A. (2003). Teacher participation in English curriculum development. Caribbean Curriculum, 10, 37-60 | en |
| dc.identifier.issn | 1017-5636 | |
| dc.identifier.uri | https://hdl.handle.net/2139/6627 | |
| dc.language.iso | en | en |
| dc.publisher | School of Education, UWI, St. Augustine | en |
| dc.subject | English | en |
| dc.subject | Curriculum development | en |
| dc.subject | Teacher participation | en |
| dc.subject | Trinidad and Tobago | en |
| dc.title | Teacher participation in English curriculum development | en |
| dc.type | Article | en |