Planning to Teach: Interrogating the Link among the Curricula, the Syllabi, Schemes and Lesson Plans in the Teaching Process

Autor/inn/en	Musingafi, Maxwell C. C.; Mhute, Isaac; Zebron, Shupikai; Kaseke, Kwaedza E.
Titel	Planning to Teach: Interrogating the Link among the Curricula, the Syllabi, Schemes and Lesson Plans in the Teaching Process
Quelle	In: Journal of Education and Practice, 6 (2015) 9, S.54-59 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Teaching Methods; Lesson Plans; Curriculum Development; Course Descriptions; Learning Processes; Educational Practices; Media Selection; Observation; Learning Experience; Educational Philosophy; Secondary School Curriculum; Instructional Design; Foreign Countries; Zimbabwe + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kursstrukturplan; Learning process; Lernprozess; Bildungspraxis; Medienwahl; Beobachtung; Lernerfahrung; Bildungsphilosophie; Erziehungsphilosophie; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Simbabwe
Abstract	This paper was triggered by the confusion in learning institutions where most teachers and their students cannot distinguish between curriculum and syllabus. In a preliminary informal discussion with seven seasoned teachers and five pre-service student teachers at one of the secondary schools in Masvingo Rural the writers established that most teachers could not distinguish between the terms curriculum and syllabus. Yet they have passed through teachers training programme at college or university. The paper is based on the philosophy that teaching and learning are highly complex and pervasive phenomena, and therefore in a formal setting they have to be well structured for efficiency and effectiveness. A successful formal teaching and learning process, thus, requires proper selection and arrangement of the teaching items or materials. Selection and sequencing of learning content and methodologies thereof take place in the curriculum, syllabus, scheme of work and lesson plan stages. Thus, this paper argues that the distinction between these educational terms is largely on the degree of generalness, specificity and the stage at which it occurs. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01