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Peer reviewed Peer reviewed
ERIC Number: EJ567879
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0305-0068
The Well-Tempered Learner: Self-Regulation, Pedagogical Models and Teacher Education Policy.
Muller, Johan
Comparative Education, v34 n2 p177-93 Jun 1998
Considers South African curriculum reforms borrowed from New Zealand--outcomes-based education and a national qualifications framework--in terms of development of self-regulated learners and the kinds of teachers needed for such learners. Analyzes the implicit pedagogical logic of performance and competence models of pedagogy, and concludes that South Africa's reforms embody incompatible logics. Contains 36 references. (Author/SV)
Descriptors: Educational Change, Educational Policy, Elementary Secondary Education, Foreign Countries, Higher Education, National Teacher Certification, Outcome Based Education, Student Centered Curriculum, Teacher Education
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: National Qualifications Framework (New Zealand); National Qualifications Framework (South Africa); New Zealand; Self Regulated Learning; Self Regulation; South Africa
Note: Theme issue: Special Number (20), "Comparative Perspectives in Education Policy."