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. 503-517Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220271003773638
Schlagwörter	Einstellung (Psy); Bildungssystem; Lehrer; Curriculum; Unterrichtspraxis; Reflexion (Phil); Kritik; Uganda
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.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1