Teacher Agency in the Reform of Universal Primary Education in Uganda

Autor/in	Ogwang, Tom Henry
Titel	Teacher Agency in the Reform of Universal Primary Education in Uganda
Quelle	In: Curriculum Journal, 34 (2023) 2, S.248-264 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ogwang, Tom Henry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.187
Schlagwörter	Professional Autonomy; Educational Change; Educational Policy; Case Studies; Access to Education; Equal Education; Elementary Education; Foreign Countries; Developing Nations; Curriculum Development; Teacher Attitudes; Educational Practices; Cultural Influences; Instructional Materials; Educational Administration; Elementary School Teachers; Uganda + Suchen Sie Ihr Suchwort? Berufsfreiheit; Bildungsreform; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Education; Access; Bildung; Zugang; Bildungszugang; Elementarunterricht; Ausland; Developing country; Developing countries; Entwicklungsland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Bildungspraxis; Cultural influence; Kultureinfluss; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsverwaltung; Schuladministration; Schulverwaltung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Although teacher agency is increasingly recognised by educationists in the Global South, it is not always well understood or accommodated in policy, as experienced with Universal Primary Education (UPE) reforms in Uganda. This empirical study analyses its role on the UPE reforms, the factors that shape it and its implications for curriculum making. The study adopted a qualitative case study of two UPE schools, utilising an ecological approach to understanding teacher agency. It found that UPE teachers in the selected schools were strongly achieving agency in their daily practice through different forms of 'resistance', 'mitigation' and 'cooperation'. Their agency is being shaped by ecological factors comprising of their temporal dimensions mediated by the affordances and constraints of their cultures, structures and materials, with significant implications. The study concludes that stakeholders need to better explicate teacher agency in policy and scholarship. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01