This paper takes a form of a literature review that endeavours to explore the role of teachers in... more This paper takes a form of a literature review that endeavours to explore the role of teachers in curriculum development and the effectiveness of teachers as reflective practitioners. It is believed that teachers in the development of curriculum in South Africa are left behind while they are the one who directly implement curriculum in the classrooms. Therefore, the roles of teachers as reflective practitioners, skills and attitudes of a reflective practitioner and roles of a South African teacher as a curriculum developer will be examined.
This paper justifies the importance of building cooperative learning skills and attitudes in lear... more This paper justifies the importance of building cooperative learning skills and attitudes in learners throughout the course of teaching and learning process. Cooperative learning is not just a word that can be explained by one sentence. Many scholars have different definitions for this concept. According to The active classroom (n.d.) defined cooperative learning as a student-centered and instructor-facilitated instructional strategy in which a small group of students is responsible for its own learning and the learning of all group members. However, Kagan (1989) as cited in The active classroom (n.d.), adds to say that in cooperative learning a teacher designs social interaction structures as well as learning activities. The main role of this is to allow students to interact with each other in order to achieve a common-related goal. It is required that a teacher should arrange the students into smaller groups so that they can be able to discuss various topics and activities that would eventually prepare and enable them to solve problems that exist in their life experiences. Nevertheless, many teachers regard themselves using cooperative learning while they use group work, Boo et al. 2001 (as cited in Roy 2009). Johnson et al. (1994) expresses that many teachers who believed that they are using cooperative learning are mostly to miss the nature of the concept of cooperative learning. Roy (2009) quoted basic differences of cooperative learning with that of group work, out of the nine that was introduced by Johnson et al. (1994). Focusing on those differences mentioned by Roy (2009), Johnson et al. (1994) stated that, Five basic elements of cooperative learning 1. Cooperative learning is based on positive interdependence between group members where goals of the group are structured and meant to instill a mentality that all members
The first "episode" of Adam and Eve in the book of Genesis of Hebrew bible furnishes the delineat... more The first "episode" of Adam and Eve in the book of Genesis of Hebrew bible furnishes the delineation of sin by men in the garden of Eden and the anger of God. Take note that scientists and archaeologists believed that this "episode" occurred around 50 000-150 000 years ago BC. The Hebrew bible proclaims that God placed Adam and Even in the garden (World) where all creation is smooth (no violence) and favoring human nature vegetarian (fruits and vegetables). They were given strict directions of do's and don'ts regarding the consumption of fruits and vegies. Until a serpent (devil/satan) dismantled everything causing ruination by cunning them to have a collation in the tree of life (eternal life) and Knowledge (knowing right and wrong). Ignominy that God had experienced resulted in deserting Adam & Eve (men) who were created in Gods' image by God and cursed the serpent to be a snake-like creature in the wild. The Hebrew bible accords that men and a serpent were cursed and; "a man was to endure a lifetime of labour followed by death". "A woman was to suffer the pains of childbirth and to be subservient and acquiescent to his husband". "A serpent was made to crawl by its stomach and eat dirt for the rest of its life". This was the first pronounced phenomenon "episode" of men to betray God mentioned in Genesis 3:17 of the Hebrew bible.
This paper takes a form of a literature review that endeavours to explore the role of teachers in... more This paper takes a form of a literature review that endeavours to explore the role of teachers in curriculum development and the effectiveness of teachers as reflective practitioners. It is believed that teachers in the development of curriculum in South Africa are left behind while they are the one who directly implement curriculum in the classrooms. Therefore, the roles of teachers as reflective practitioners, skills and attitudes of a reflective practitioner and roles of a South African teacher as a curriculum developer will be examined.
This paper is a theoretical framework that endeavours to explore the role of teachers in curricul... more This paper is a theoretical framework that endeavours to explore the role of teachers in curriculum development and the effectiveness of teachers as reflective practitioners. It is believed that teachers in the development of curriculum in South Africa are left behind while they are the one who directly implement curriculum in the classrooms. Therefore, the roles of teachers as reflective practitioners, skills and attitudes of a reflective practitioner and roles of a South African teacher as a curriculum developer will be examined.
This paper is a theoretical framework that endeavours to explore the role of teachers in curricul... more This paper is a theoretical framework that endeavours to explore the role of teachers in curriculum development and the effectiveness of teachers as reflective practitioners. It is believed that teachers in the development of curriculum in South Africa are left behind while they are the one who directly implement curriculum in the classrooms. Therefore, the roles of teachers as reflective practitioners, skills and attitudes of a reflective practitioner and roles of a South African teacher as a curriculum developer will be examined.
This paper takes a form of a literature review that endeavours to explore the role of teachers in... more This paper takes a form of a literature review that endeavours to explore the role of teachers in curriculum development and the effectiveness of teachers as reflective practitioners. It is believed that teachers in the development of curriculum in South Africa are left behind while they are the one who directly implement curriculum in the classrooms. Therefore, the roles of teachers as reflective practitioners, skills and attitudes of a reflective practitioner and roles of a South African teacher as a curriculum developer will be examined.
This paper justifies the importance of building cooperative learning skills and attitudes in lear... more This paper justifies the importance of building cooperative learning skills and attitudes in learners throughout the course of teaching and learning process. Cooperative learning is not just a word that can be explained by one sentence. Many scholars have different definitions for this concept. According to The active classroom (n.d.) defined cooperative learning as a student-centered and instructor-facilitated instructional strategy in which a small group of students is responsible for its own learning and the learning of all group members. However, Kagan (1989) as cited in The active classroom (n.d.), adds to say that in cooperative learning a teacher designs social interaction structures as well as learning activities. The main role of this is to allow students to interact with each other in order to achieve a common-related goal. It is required that a teacher should arrange the students into smaller groups so that they can be able to discuss various topics and activities that would eventually prepare and enable them to solve problems that exist in their life experiences. Nevertheless, many teachers regard themselves using cooperative learning while they use group work, Boo et al. 2001 (as cited in Roy 2009). Johnson et al. (1994) expresses that many teachers who believed that they are using cooperative learning are mostly to miss the nature of the concept of cooperative learning. Roy (2009) quoted basic differences of cooperative learning with that of group work, out of the nine that was introduced by Johnson et al. (1994). Focusing on those differences mentioned by Roy (2009), Johnson et al. (1994) stated that, Five basic elements of cooperative learning 1. Cooperative learning is based on positive interdependence between group members where goals of the group are structured and meant to instill a mentality that all members
The first "episode" of Adam and Eve in the book of Genesis of Hebrew bible furnishes the delineat... more The first "episode" of Adam and Eve in the book of Genesis of Hebrew bible furnishes the delineation of sin by men in the garden of Eden and the anger of God. Take note that scientists and archaeologists believed that this "episode" occurred around 50 000-150 000 years ago BC. The Hebrew bible proclaims that God placed Adam and Even in the garden (World) where all creation is smooth (no violence) and favoring human nature vegetarian (fruits and vegetables). They were given strict directions of do's and don'ts regarding the consumption of fruits and vegies. Until a serpent (devil/satan) dismantled everything causing ruination by cunning them to have a collation in the tree of life (eternal life) and Knowledge (knowing right and wrong). Ignominy that God had experienced resulted in deserting Adam & Eve (men) who were created in Gods' image by God and cursed the serpent to be a snake-like creature in the wild. The Hebrew bible accords that men and a serpent were cursed and; "a man was to endure a lifetime of labour followed by death". "A woman was to suffer the pains of childbirth and to be subservient and acquiescent to his husband". "A serpent was made to crawl by its stomach and eat dirt for the rest of its life". This was the first pronounced phenomenon "episode" of men to betray God mentioned in Genesis 3:17 of the Hebrew bible.
This paper takes a form of a literature review that endeavours to explore the role of teachers in... more This paper takes a form of a literature review that endeavours to explore the role of teachers in curriculum development and the effectiveness of teachers as reflective practitioners. It is believed that teachers in the development of curriculum in South Africa are left behind while they are the one who directly implement curriculum in the classrooms. Therefore, the roles of teachers as reflective practitioners, skills and attitudes of a reflective practitioner and roles of a South African teacher as a curriculum developer will be examined.
This paper is a theoretical framework that endeavours to explore the role of teachers in curricul... more This paper is a theoretical framework that endeavours to explore the role of teachers in curriculum development and the effectiveness of teachers as reflective practitioners. It is believed that teachers in the development of curriculum in South Africa are left behind while they are the one who directly implement curriculum in the classrooms. Therefore, the roles of teachers as reflective practitioners, skills and attitudes of a reflective practitioner and roles of a South African teacher as a curriculum developer will be examined.
This paper is a theoretical framework that endeavours to explore the role of teachers in curricul... more This paper is a theoretical framework that endeavours to explore the role of teachers in curriculum development and the effectiveness of teachers as reflective practitioners. It is believed that teachers in the development of curriculum in South Africa are left behind while they are the one who directly implement curriculum in the classrooms. Therefore, the roles of teachers as reflective practitioners, skills and attitudes of a reflective practitioner and roles of a South African teacher as a curriculum developer will be examined.
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