Geography Teachers' Interpretation of a Curriculum Reform Initiative: The Case of the Lesotho Environmental Education Support Project (LEESP)

Autor/inn/en	Raselimo, Mohaeka; Wilmot, Di
Titel	Geography Teachers' Interpretation of a Curriculum Reform Initiative: The Case of the Lesotho Environmental Education Support Project (LEESP)
Quelle	In: South African Journal of Education, 33 (2013) 1, Artikel 681 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Geography Instruction; Secondary School Teachers; Knowledge Level; Educational Change; Curriculum Development; Environmental Education; Sustainable Development; Curriculum Implementation; Epistemology; Context Effect; Student Centered Curriculum; Teacher Role; Educational Policy; Qualitative Research; Observation; Interviews; Lesotho + Suchen Sie Ihr Suchwort? Ausland; Geography education; Geography lessons; Geografieunterricht; Wissensbasis; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Erkenntnistheorie; Lehrerrolle; Politics of education; Bildungspolitik; Qualitative Forschung; Beobachtung; Interviewing; Interviewtechnik
Abstract	This article addresses how teachers in a specific developing world context interpreted a curriculum reform initiative. It is located within a broader interpretive study that investigated the integration of Environmental Education into the formal education system of Lesotho with particular reference to secondary school geography. More specifically the focus was on a Danish donor-funded project, known as the Lesotho Environmental Education Support Project (LEESP). Driven by a sustainable development imperative, the project was intended to assist Lesotho with the implementation of local action for "Agenda 21" by introducing environmental education into the formal education system. It is widely accepted that teachers play an important role in implementing curriculum change. Using a previous framework, we generate insights for understanding how teachers' epistemologies interact with contextual factors to impede the process of curriculum sense-making. Furthermore, guided by the notion of curriculum as a contextualised social process, we present the findings on the contextual/structural factors enabling or constraining implementation of the LEESP curriculum policy intentions as perceived by the teachers. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01