ABSTRACT
This chapter focuses on knowledge that can be viewed only in turns of process—Sarah's knowledge of the curriculum development process and finally, her knowledge of instruction. Sarah had experienced curriculum development processes in several forms: she had participated intensively in development of the Learning Course over a period of about a year and a half; she was involved in program planning in the English department; and she had worked on the curriculum of the Reading Centre. The chapter examines one aspect of curriculum development that was most important for Sarah in the Learning Course work: curriculum development as group process. Sarah's knowledge of the teaching process involves a number of basic beliefs about the act of teaching, detailed knowledge of the means of organizing instruction and of ways of interacting with students, and of the evaluation of the results of teaching.
