The Pluto Problem: Reflexivities of Discomfort in Teacher Professional Development

Autor/inn/en	Thomas, Matthew A. M.; Vavrus, Frances K.
Titel	The Pluto Problem: Reflexivities of Discomfort in Teacher Professional Development
Quelle	In: Critical Studies in Education, 62 (2021) 4, S.486-501 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Matthew A. M.) ORCID (Vavrus, Frances K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2019.1587782
Schlagwörter	Faculty Development; Foreign Countries; Student Centered Learning; Secondary School Teachers; Postcolonialism; Knowledge Base for Teaching; Inquiry; Reflection; Teacher Educators; Teaching Methods; Poverty; Equal Education; African Culture; World History; Teacher Education; Teacher Competencies; Tanzania; United States + Suchen Sie Ihr Suchwort? Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Post colonialism; Postkolonialismus; Teaching theory; Theory of teaching; Unterrichtstheorie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; Africa; Culture; Afrika; Kultur; Weltgeschichte; Lehrkunst; Tansania; USA
Abstract	This article utilises narrative inquiry as a means to explore reflexively our roles as two scholars/teacher educators with extensive experience in education and international development initiatives in East and Southern Africa. It focuses on a teacher professional development program in Tanzania we helped initiate and facilitate for more than five years whose aim was to promote more critical, learner-centred approaches to teaching across the country's secondary school curriculum. We narrate several key incidents from the program that led us to examine our complicity in establishing and maintaining the very hierarchies of knowledge production and dissemination the program sought to challenge. Throughout, we engage reflexively with postcolonial theory in an effort to provincialise the Anglo-American assumptions about pedagogy implicit in learner-centred approaches to teaching that form a key aspect of contemporary global education reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01