Philosophical Orientation of Primary School Teachers in Uganda: A Case of Teachers in Iganga Municipality

Autor/in	Kuteesa, Disan
Titel	Philosophical Orientation of Primary School Teachers in Uganda: A Case of Teachers in Iganga Municipality
Quelle	In: International Online Journal of Education and Teaching, 8 (2021) 2, S.1263-1278 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kuteesa, Disan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Foreign Countries; Elementary School Teachers; Epistemology; Educational Philosophy; Teacher Attitudes; Teacher Effectiveness; Professional Identity; Exit Examinations; Low Achievement; Teaching Methods; Teacher Education Programs; Learning Processes; Alignment (Education); Uganda + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Erkenntnistheorie; Bildungsphilosophie; Erziehungsphilosophie; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Final examination; Abschlussprüfung; Unterdurchschnittliche Leistung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess
Abstract	This study explored primary teacher's philosophical orientation towards teaching, here defined as a teacher's set of interrelated beliefs that they develop and utilize when teaching. Teachers are expected to conflate epistemological beliefs, instructional training and societal expectations of effective instruction to construct a single perceptual identity and cause learning, but since 2009-2019 pupils in Eastern region of Uganda have persistently continued to perform poorly in Primary Leaving examination hence a need to examine the epistemological and ontological position of teachers. To accomplish this task, a qualitative research approach was used; interview and non-participant observation were the data collection instruments. A key finding of this work was that teachers do not practice the methods of teaching they learnt during their teacher education programs. The study suggests infusion of Karl Popper's Falsification principle, Michael Gibbons Mode 2 Knowledge Production and Epistemological codes in teacher education programs. The nature of subjects, learning and teaching must also be well aligned mutually to form a good base for teaching. (As Provided).
Anmerkungen	Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01