Del 24 - Constructing Knowledge: Curriculum Studies in Action

Curriculum Development and Evaluation

Curriculum Components in Action

Häftad, Engelska, 2025

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Much has been written about successful curricula for/of the fourth/Fifth Industrial Revolution (4/5IR). The written work has been dominated by a contestation between content-driven approaches (professional needs) and outcomes-driven approaches (societal needs). The contestation between these approaches misses the production of conclusive curriculum components that underpin a successful digitalised curriculum for/of the 4/5IR. The contestation further misses a pragmatic curriculum, which is capable of addressing individual-unique needs. As such, this book concentrates on curriculum components that underpin a successful digitalised curriculum for/of the 4/5IR. It further discusses curriculum components for/of a pragmatic curriculum that harmonises between the two dominating approaches.Contributors are: Bongani Boy Dlamini, Reuben S. Dlamini, Terrie Jwan Sella, Simon Bhekumuzi Khoza, Dumisa C. Mabuza, Makhulu A. Makumane, Dumsani W. Mncube, Cedric Bheki Mpungose, Sandiso Ngcobo, Makhosazana E. Shoba, and Lerato Hlengiwe Sokhulu.

Produktinformation

Utgivningsdatum2025-01-09
Mått155 x 235 x 13 mm
Vikt394 g
FormatHäftad
SpråkEngelska
SerieConstructing Knowledge: Curriculum Studies in Action
Antal sidor218
FörlagBrill
ISBN9789004717978

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Pedagogik inom Psykologi och pedagogik

Simon Bhekumuzi Khoza (PhD) is a university distinguished teacher, full professor, NRF rated-researcher, and top 100 world rated education scientist of Curriculum and Educational Technology at the University of KwaZulu-Natal, South Africa. He has several high international indexed publications and has graduated several PG students.Makhulu Alice Makumane (PhD) is a head of department and senior lecturer at the National University of Lesotho in the Faculty of Education. She has published book chapters and journal articles in peer reviewed and accredited journals.Cedric Bheki Mpungose is a full professor of Curriculum and Instructional Studies at the University of South Africa. He has published book chapters and journal articles in peer reviewed and high indexed accredited journals. He has graduated several postgraduate (M.Ed/PhD) students.

List of Figures and TablesNotes on ContributorsIntroductory Scope of the Book1 Curriculum Rationale as Witnessed by Scholarly Publications to the Rescue of EducatingS. B. Khoza2 An Equilibrated Use of Factual, Social, and Pragmatic Content to the Rescue of French Foreign Language Teachers in LesothoM. A. Makumane and S. Ngcobo3 Digital Education Resources and Equity Impacting Learning, Pedagogy, and Curriculum Implementation: A Critical ReflectionR. S. Dlamini4 Instructional Time: When Are You Teaching?D. W. Mncube5 Who Do Educators Teach in the Classroom?D. C. Mabuza and B. B. Dlamini6 Formulating Instructional Objectives and Learning Outcomes: Lecturer’s PerspectivesS. T. Jwan7 Academics’ Responses to COVID-19 and 4IR Resources for Authentic E-AssessmentS. B. Khoza and C. B. Mpungose8 Untangling the Quandary of the Teacher’s Role in the Curriculum Enactment SpaceD. D. Dlamini and D. C. Mabuza9 Teaching Activities: The ‘Nuts and Bolts’ of Teaching the Speaking SkillM. E. Shoba10 Exploring the Learning Environments Utilised in Higher Education: A Literature Review StudyL. H. SokhuluConcluding through ImplicationsIndex