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Even the "Best" Teachers May Need Adequate Subject Knowledge: An Illustrative Mathematics Case Study
Peer reviewed
Direct linkModiba, Maropeng – Research in Education, 2011
As curriculum scholars in South Africa express concerns about the failures of the outcomes-based curriculum policy that has been introduced post-apartheid it is of increased importance to try and understand the professional development that is required by teachers for its successful implementation. As a contribution to the development of such…
Descriptors: Foreign Countries, Case Studies, Curriculum Development, Mathematics Instruction
Walsh, Glenda; Gardner, John – European Early Childhood Education Research Journal, 2006
Early years classroom practice in Northern Ireland is perceived to be dominated by a traditional teacher-directed model to the detriment of a more constructivist, play-based and child-initiated learning environment favoured in many nations' early education provision (see for example Walsh, 2000). In 2002, the Northern Ireland Council for…
Descriptors: Constructivism (Learning), Foreign Countries, Teaching Methods, Curriculum Development
