Intended and enacted curricula: tracing the trajectory of an enduring problem
| dc.contributor.author | Blignaut, Sylvan | |
| dc.date.accessioned | 2018-04-10T08:20:24Z | |
| dc.date.available | 2018-04-10T08:20:24Z | |
| dc.date.issued | 2009 | |
| dc.description.abstract | English: This article reviews the literature on educational change and investigates the complex nature of putting educational ideas into practice. It also sheds light on the similarity between the intended and the implemented curriculum by arguing that a preoccupation with two conventional models of curriculum implementation has foiled meaningful classroom practice. An alternative model that could significantly enhance our understanding of implementation is suggested. Focusing on why and how teachers’ understanding of curriculum policy is critical to the translation of policy into practice, alternative ways in which policy might be conceived, developed and put into practice are considered. | en_ZA |
| dc.description.abstract | Afrikaans: Hierdie artikel oorskou die literatuur oor opvoedkundige verandering en spoor die haakplekke op in die implementering van opvoedkundige idees in die praktyk. Dit werp dus lig op die verwantskap tussen die beoogde en die geïmplementeerde kurrikulum. ’n Besorgdheid met twee konvensionele modelle van kurrikulumimplementering het betekenisvolle klaskamerpraktyk die onderspit laat delf. ’n Alternatiewe model wat ons begrip van implementering beduidend sal bevorder, word voorgestel. Dit blyk dat ’n fokus op die hoekom en die hoe van die onderwysers wie se sinbelewing van die kurrikulumbeleid van die uiterste belang is met oog op die omskakeling van beleid na praktyk. Dit verg ’n meer gepaste formulering van die kurrikulum en dui ook op die alternatiewe wyses waarvolgens kurrikulumbeleid ondersoek, gekonseptualiseer, ontwikkel en in die praktyk toegepas word. | en_ZA |
| dc.description.version | Publisher's version | en_ZA |
| dc.identifier.citation | Blignaut, S. (2009). Intended and enacted curricula: tracing the trajectory of an enduring problem. Acta Academica, 41(3), 86-106. | en_ZA |
| dc.identifier.issn | 0587-2405 (print) | |
| dc.identifier.issn | 2415-0479 (online) | |
| dc.identifier.uri | http://hdl.handle.net/11660/8169 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Curriculum implementation | en_ZA |
| dc.subject | Classroom practice | en_ZA |
| dc.subject | Curriculum policy | en_ZA |
| dc.subject | Educational change | en_ZA |
| dc.title | Intended and enacted curricula: tracing the trajectory of an enduring problem | en_ZA |
| dc.type | Article | en_ZA |