Using Technology and Mentorship to Improve Teacher Pedagogy and Educational Opportunities in Rural Nicaragua

Autor/inn/en	Lindenberg, Anni; Henderson, Kathryn I.; Durán, Leah
Titel	Using Technology and Mentorship to Improve Teacher Pedagogy and Educational Opportunities in Rural Nicaragua
Quelle	In: Global Education Review, 3 (2016) 1, S.66-87 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Mentors; Foreign Countries; Ethnography; Intervention; Mathematics; Video Technology; Teacher Education; Rural Areas; Educational Change; Poverty; Elementary School Students; Teaching Methods; Mathematics Instruction; Instructional Effectiveness; Elementary School Teachers; Barriers; Pedagogical Content Knowledge; Instructional Innovation; Educational Opportunities; Semi Structured Interviews; Observation; Grade 3; Grade 6; Nicaragua + Suchen Sie Ihr Suchwort? Ausland; Ethnografie; Mathematik; Lehrerausbildung; Lehrerbildung; Rural area; Ländlicher Raum; Bildungsreform; Armut; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Educational Innovation; Bildungsinnovation; Bildungsangebot; Bildungschance; Beobachtung; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin American face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc.) are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.); however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O'Sullivan, 2006; L. S. Shulman, 1987). While input/output models provide insights into an educational systems economic efficiency, they do not offer insight into what actually transpires inside of a classroom (O'Sullivan, 2006). Much depends on effective training and use of these very resources. Though systemic issues in the Nicaraguan educational system produced numerous obstacles for the eleven participating 3rd and 6th grade teachers, the educational intervention model supported teachers' ability to be innovative and grow their practice in four ways: a) increased pedagogical knowledge; b) opportunities to collaborate and support one another as a community of teachers; c) flexibility in adaptation of the intervention model to their specific classroom context; and d) use of videos as supportive resources for content knowledge. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01