whole_SteenholdtPaula1990_thesis.pdf (5.66 MB)
Curriculum development practices in Tasmanian technical and further education
thesisposted on 2023-05-27, 16:59 authored by Steenholdt, Paula
Vocational curriculum development as practised by the Division of Technical and Further Education in Tasmania is the focus of this study. The specific nature of TAFE, its role in the community and its curriculum development requirements are identified. These requirements are set against a background of the various methodologies of curriculum development available to the practitioner. An overview of the literature is used to produce a commonly accepted set of curriculum development processes and some orientations or models for considering these processes. The predominant model used by TAFE in Tasmania, the Instructional Systems Model, is analysed in detail and evaluations made regarding its suitability. Finally, the study reports on a survey of fifty teachers/curriculum developers who were questioned regarding their views on the Instructional Systems Model and curriculum development requirements generally. The findings of the survey, along with conclusions drawn from the preceeding chapters, suggest to the author the need to re-open the vocational curriculum development methodology debate in TAFE and some suggestions as to possible topics are made.
Rights statementCopyright the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s). 1990. Bibliography: leaves 151-156. Thesis (M.Ed.Stud.)--University of Tasmania, 1990