From Policy to Practice: Education Reform in Mozambique and Marrere Teachers' Training College

Autor/inn/en	Guro, Manuel; Weber, Everard
Titel	From Policy to Practice: Education Reform in Mozambique and Marrere Teachers' Training College
Quelle	In: South African Journal of Education, 30 (2010) 2, S.245-259 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Educational Policy; Educational Practices; Educational Change; Foreign Countries; Teaching Methods; Interdisciplinary Approach; Case Studies; Teacher Education; Global Approach; Correlation; Economic Factors; Observation; Knowledge Base for Teaching; Academic Achievement; College Seniors; Statistical Analysis; Mozambique + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungspraxis; Bildungsreform; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Case study; Fallstudie; Case Study; Lehrerausbildung; Lehrerbildung; Globales Denken; Korrelation; Ökonomischer Faktor; Beobachtung; Teaching theory; Theory of teaching; Unterrichtstheorie; Schulleistung; College; Colleges; Senior; Hochschule; Fachhochschule; Statistische Analyse; Mosambik
Abstract	The Mozambican government has introduced reforms of basic education, notably the introduction of interdisciplinarity, learner-centredness and new teaching pedagogies. This is a case study of how these curriculum reforms have been implemented at Marrere Teachers' Training College. We conducted interviews with lecturers, observed their teaching practices, and studied student results to assess teaching outcomes. The study is grounded in the literatures on educational change and globalization. The problems of policy and practice have focused attention on bottom-up and top-down research, and hybrid approaches. The study of globalization has highlighted the relationship between curriculum change and the world economy. There is a paucity of research on how these developments have affected underdeveloped countries. We found that practical issues influence implementation. Lecturers did not understand the meaning of interdisciplinarity. They could, however, articulate the meaning of learner-centredness. Lesson observations showed they did not implement it. Against the backdrop of these inter-related factors, final year students performed poorly in examinations. These analyses show the complexities of the moving from policy to practice, and the global to the local. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01