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| Titel: |
Teacher Development and Change in South Africa: a critique of the appropriateness of transfer of northern/western practice |
| Auteur: |
Johnson, Sally Hodges, Merle Monk, Martin |
| Verschenen in: |
Compare |
| Paginering: | Jaargang 30 (2000) nr. 2 pagina's 179-192 |
| Jaar: |
2000-06-01 |
| Inhoud: |
This paper discusses the differential distribution of opportunities for professional development of science teachers in post-apartheid South Africa. It is argued that northern/western ideas about teacher change and development are poorly suited to modelling practices and challenges for those who were historically disadvantaged. The environment in which teachers work-physical, social and political-act to select a more limited repertoire of behaviour than those providing in-service might imagine. The paper proposes that evolutionary ideas on teacher change and development offer a more effective model of the constraints under which teachers work. These ideas have general application to educational systems in sub-Saharan Africa. The implications for policy are a need to research current practices more thoroughly and to facilitate change through modest steps. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 9 van 9 gevonden artikelen
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