Literaturnachweis - Detailanzeige
| Autor/inn/en | Johnson, Sally; Monk, Martin; Hodges, Merle |
|---|---|
| Titel | Teacher development and change in South Africa. A critique of the appropriateness of transfer of northern / western practice. |
| Quelle | In: Compare, 30 (2000) 2, S. 179-192Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 44 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0305-7925 |
| Schlagwörter | Transfer; Kultureinfluss; Lehrer; Lehrerfortbildung; Naturwissenschaftlicher Unterricht; Arbeitsbedingungen; Personalentwicklung; Professionalisierung; Qualifizierung; Professionalität; Reform; Tätigkeit; Südafrika (Staat) |
| Abstract | This paper discusses the differential distribution of opportunities for professional development of science teachers in post-apartheid South Africa. lt 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. (DIPF/orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2001_(CD) |
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