Participatory Action Research in Two Primary Schools in a Rural Tanzanian Village: An Exploration of Factors to Cultivate Changes in Teaching and Learning

Autor/inn/en	Roberts, Daniel M.; Brown, Alisha M. B.; Edwards, Laura
Titel	Participatory Action Research in Two Primary Schools in a Rural Tanzanian Village: An Exploration of Factors to Cultivate Changes in Teaching and Learning
Quelle	In: Educational Action Research, 23 (2015) 3, S.366-382 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2015.1009925
Schlagwörter	Participatory Research; Action Research; Teaching Methods; After School Programs; Foreign Countries; Access to Education; Educational Quality; Educational Change; Memorization; Teacher Attendance; Accountability; Curriculum Design; Self Esteem; Learner Engagement; Rural Areas; Interviews; Teacher Attitudes; Student Attitudes; Pilot Projects; Elementary School Students; Elementary School Teachers; Focus Groups; Observation; Tanzania + Suchen Sie Ihr Suchwort? Forschungstätigkeit; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Bildungsreform; Gedächtnistraining; Verantwortung; Lehrplangestaltung; Self-esteem; Selbstaufmerksamkeit; Rural area; Ländlicher Raum; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Pilot project; Modellversuch; Pilotprojekt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Tansania
Abstract	Access to primary and secondary education in Tanzania has drastically expanded in the past two decades. In response to this success, its ministry is now targeting improvements in educational quality through additional reform. Yet teacher absenteeism, physical abuse, overcrowding, lecture-based pedagogy and a system of accountability based primarily on state and district examinations centered on rote memorization impose great obstacles to students being prepared for future employment and further education. This study draws insights into how traditional teaching and learning methods in one rural village in Tanzania can be changed through examining a collaboratively created intensive after-school program that focused on three content areas and used a participatory action research approach centered on cooperative inquiry. The key elements of the participatory action research approach drawn upon were using a participatory model to create a community of co-learners, designing the curriculum collectively, students collecting data in their communities about identified problems, requiring all participants to contribute, student groups disseminating their findings through presentations and an ongoing support system for teacher development in applying a student-centered pedagogy. Students responded through increased school attendance, confidence, self-esteem and active engagement while teachers incorporated participatory methods of instruction in their classrooms. The factors accounting for the consensus of support by villagers and school and government leaders for the program include community and government buy-in, the creation of a community of learners, consistent follow-up support for teachers and reinforcement of expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01