Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools.

Autor/in	Barrett, Angeline M.
Titel	Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools.
Quelle	In: Comparative education, 43 (2007) 2, S. 273-294Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0305-0068; 1360-0486
DOI	10.1080/03050060701362623
Schlagwörter	Pädagogik; Feldforschung; Interview; Unterrichtsbeobachtung; Primarbereich; Lehrer; Interaktion; Unterrichtsgestaltung; Unterrichtsmethode; Unterricht; Entwicklungsland; Qualität; Tansania
Abstract	Debate on teaching in low-income countries has tended to assume an over-simplified conceptualization of pedagogy as either teacher-centred or learner-centred. If theory is to address itself to the complex challenge of improving the quality of teaching within under-resourced education systems then it will have to move beyond this polarized view of pedagogy. This paper applies Basil Bernstein's performance and competence modes to the findings of fieldwork in Tanzania. It thereby arrives at a more nuanced understanding of primary school teachers' classroom practice, which allows for teachers working with a mixed palette of techniques and ideas. Bernstein's pedagogic modes were constructed from his studies of education in Britain. Their application to the Tanzanian setting, however, highlights the limitations of analytical frameworks developed in western contexts. It is argued that appreciation and critique of pedagogy in low-income countries could be deepened through linking with comparative literature that compares across English and non-English-speaking countries. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/1