Curriculum dynamics and professionalism in teaching: An introduction by Inyang-Abia, M. E.

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Calabar: MIFAM Services Nig. Ltd(2005)

PREFACE

Among the numerous components of educational processes and practice outside the learner, the curriculum is the most central. All other activities, resources, facilities personnel and even clients in the education sector are geared towards ensuring that the curriculum has the expected impact on the behavior of the learner.

Administrative competence, planning strategies, counseling techniques and all technological innovations in the educational discipline therefore become supportive to the curriculum.

This book examines the dynamics existing in the curriculum sub-sector of education and professionalism in teaching, a process of education, as a contribution to better preparation of today’s youths for that unknown tomorrow. Effects of globalization arising from improved communication, computer and transportation technologies are holding out for them serious challenges that the curriculum must be prepared to meet. For that to be successful, teachers must be true professionals. They must exhibit adequate level of professional commitment, skills, ethical standards, high level of knowledge and competence. Curriculum dynamics and professionalism in teaching was born out of the burning desire to rekindle, among the current and would-be professionals, the waning spirit of the doyen of professions.

The book has eight brief chapters that are designed to examine old educational concepts in the light of contemporary issues and problems without losing sight of the individual differences in perception and other demands. Curriculum dynamics arising from differential philosophical viewpoints is simpli?ed for the “young readers”. Various curriculum models are also resented to emphasize differences in curriculum outlook. The various roles of the professional teacher and possible problems are also highlighted.

Complementary to this book is curriculum technologies: methods, media and their utilization that focuses on the technicalities of successful teaching. Both books are highly recommended to all educators, teacher trainers and trainees at all levels of teacher education. The two books are invaluable.
April, 2001

Inyang-Abia, M. E. (Ph.D)
Department of Educational Technology
Institute of Education
University of Calabar
Calabar , Nigeria.
E-Mail: mecifound2003@yahoo.com

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CONTENTS

CHAPTER ONE
The Curriculum: its de?nitions and nature
– Chapter objective
– The curriculum: A race and a course
– The curriculum: Conventional Versus current views
– The nature of the curriculum
– Review exercise
– References

CHAPTER TWO
Learning, maturation and reinforcement
– Chapter objectives
– Learning
– Maturation
– The role of maturation in learning
– Reinforcement
– Application of reinforcement
– Review exercise
– Reference

CHAPTER THREE
Some instructional theories
– Chapter objectives
– The behaviorist and Neo— behaviorist learning theories
– The cognitive developmentalist and the receptionist learning theories
– The eclectic technologists (applied ?eld — theorists)
– The social learning theory
– Skill learning theory
– Review exercise
– Reference

CHAPTER FOUR
Individual differences and their curriculum Implications
– Chapter objectives
– What individual differences involve
– Problems of individual Differences in the classroom
– Review exercise
– Reference

CHAPTER FIVE
Curriculum dynamics
– Chapter objectives
– The processes of education
– Dynamic curriculum for sustainable development
– Curriculum goals, aims and objectives
– Sources of curriculum goals and objectives
– Curriculum models
– Deductive and inductive approaches
– Review questions
– Reference

CHAPTER SIX
Curriculum dynamism and functionality variables
– Chapter objectives
– Factors affecting dynamism
– Requisites for curriculum funtionality
– Review questions
– Reference

CHAPTER SEVEN
Teaching, professionalism and curriculum implementation
– Chapter objectives
– Implementing the curriculum
– Teacher and teaching: The professional outlook
– Criteria for effective curriculum implementation
– Requisites for functional Curriculum implementation
– Problems of curriculum implementation
– Suggested remedie
– Review questions
– References

CHAPTER EIGHT
Distance Education: Background and models
– Chapter Objectives
– De?nitions of distance education(DE)
– Goals of distance education
– Provision for distance education
– Historical background of de in Nigeria
– Essential features of distance education
– Models of distance education (DE)
– Conclusion
– References
– Index

Prof Moses Inyangabia

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INYANG-ABIA, Moses, is a Professor of Curriculum Technologies and Environmental Education, Faculty of Education, University of Calabar. He holds a PhD (UNICAL: Curri Tech – 2000); CFS (Strathclyde: Environmental Edu -1990); MA (UNIFE: EduTech -1984); BA (UNICAL: Edu/Geo -1980). He was Director, Institute of Education ( 2006 – 2007); Provost,). Current research focus includes Integration of New Instructional Technologies and Grassroots Climate Change Mitigation Strategies.

His last two national outings were Lead Presentations at the Nigeria’s Centenary Celebration organized by NEST at the University of Ibadan, Nigeria, September 24-25, 2014; and the Broad-based Multi-Sector National Education Summit organized at Abuja, Nigeria, by Academic Staff Union of Universities (ASUU) in collaboration with other Campus Unions and Civil Society Groups, 27-31 October, 2014.

Professor Inyang-Abia has travelled extensively, having been to all states of the federation and three continents of the world. He is, by the Grace of God, a Christian to the core. He is happily married to a Princess, Dr. (Mrs.) Eme Inyangabia. They are blessed with many children, in-laws and grandchildren. His major hobbies include reading, writing, conservation activities, religious activities and table tennis. He is a silent achiever

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