Shifts in curriculum control: contesting ideas of teacher autonomy
نویسندگان
چکیده
منابع مشابه
A Cross-Cultural Study of Teacher Autonomy in Curriculum Development among Iranian and Turkish EFL Teachers
Teacher autonomy is viewed very differently: one teacher may view autonomy as a means to gain substantial freedom from interference or supervision; another may view it as the freedom to develop collegial relationships and accomplish tasks that extend beyond the classroom; and even some others may perceive it as a means for principals to avoid their duties (Frase and Sorenson, 1992). Although th...
متن کاملa cross-cultural study of teacher autonomy in curriculum development among iranian and turkish efl teachers
teacher autonomy is viewed very differently: one teacher may view autonomy as a means to gain substantial freedom from interference or supervision; another may view it as the freedom to develop collegial relationships and accomplish tasks that extend beyond the classroom; and even some others may perceive it as a means for principals to avoid their duties (frase and sorenson, 1992). although th...
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This invited contribution motivates the Hypermedia Discourse research programme, investigating the reading, writing and contesting of ideas as hypermedia networks grounded in discourse schemes. We are striving for cognitively and computationally tractable conceptual structures: fluid enough to serve as augmentations to group working memory, yet structured enough to support long term memory. I w...
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Teacher-learner autonomy, by analogy with previous definitions of language learner autonomy, might be defined as the ability to develop appropriate skills, knowledge and attitudes for oneself as a teacher, in cooperation with others. By focusing on the teacher as learner in this manner I do not mean to diminish the importance of ‘being free from constraints on one’s teaching’, i.e. teacher auto...
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We propose Teacher-Student Curriculum Learning (TSCL), a framework for automatic curriculum learning, where the Student tries to learn a complex task and the Teacher automatically chooses subtasks from a given set for the Student to train on. We describe a family of Teacher algorithms that rely on the intuition that the Student should practice more those tasks on which it makes the fastest prog...
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ژورنال
عنوان ژورنال: Nordic Journal of Studies in Educational Policy
سال: 2015
ISSN: 2002-0317
DOI: 10.3402/nstep.v1.28520