Conceptualizing "Preoccupation": Evidence from Attention-Seeker Questioning

Autor/in	Kimoga, Joseph
Titel	Conceptualizing "Preoccupation": Evidence from Attention-Seeker Questioning
Quelle	In: Journal of Curriculum Studies, 42 (2010) 4, S.503-517 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Curriculum Development; Critical Theory; Curriculum Research; Citizenship Education; Teaching Methods; Foreign Countries; Educational Policy; Teacher Educators; Reflective Teaching; Primary Education; Uganda + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kritische Theorie; Research; Curriculumreform; Forschung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Politics of education; Bildungspolitik; Teacher education; Lehrerausbildung; Lehrerbildung; Primarbereich
Abstract	Human beings ought to use critical reflection to define and decide their courses of action. This paper examines the use of attention-seeker questions in the framework of critical pedagogy purposely to study the way some Ugandan teachers are constrained in their practice by their lack of participation in developing the school curriculum. This enables one to explore and discuss curriculum overload, poor resourcing, and imposed curriculum as fundamental issues surrounding curriculum development in Uganda. The major conclusions are centred on putting teachers in charge of the curriculum. This involves making decisions on key issues during its design and its management, as well as training them for a critical approach. It is recommended that policy-makers consider means for encouraging practitioner participation in developing curriculum theory and policy. (Contains 18 notes and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10