Enhancement of Teacher Capacities and Capabilities in School‐based Assessment: Lesotho experience

Sebatane, E. Molapi

doi:10.1080/0969594940010206

Cited by 8 publications

(2 citation statements)

References 4 publications

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“…Through brief training teachers can be shown how to make pencil and paper activities for their students. The variety of different activities can expand considerably if teachers are brought together to share their experiences, or kept in contact by newsletter (Sebatane, 1994). The variety of activities that any one teacher is aware of and might employ multiplies considerably through such contacts.…”

Section: Informing Policy Decisionsmentioning

confidence: 98%

Teacher Development and Change in South Africa: A critique of the appropriateness of transfer of northern/western practice

Johnson

Monk

Hodges

2000

Compare: A Journal of Comparative and International Education

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This paper discusses the differential distribution of opportunities for professional development of science teachers in post-apartheid South Africa. It is argued that northern/western ideas about teacher change and development are poorly suited to modelling practices and challenges for those who were historically disadvantaged. The environment in which teachers work-physical, social and political-act to select a more limited repertoire of behaviour than those providing in-service might imagine. The paper proposes that evolutionary ideas on teacher change and development offer a more effective model of the constraints under which teachers work. These ideas have general application to educational systems in sub-Sahara n Africa. The implications for policy are a need to research current practices more thoroughly and to facilitate change through modest steps.

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Section: Informing Policy Decisionsmentioning

confidence: 98%

Teacher Development and Change in South Africa: A critique of the appropriateness of transfer of northern/western practice

Johnson

Monk

Hodges

2000

Compare: A Journal of Comparative and International Education

View full text Add to dashboard Cite

show abstract

“…Social factors include the background of the learners, where they live, the expectations of the local community (Hewson et al, 2001;Soudien & Colyn, 1992) and expectations of teachers who may see some students as unable to achieve well (Hewson et al, 2001;Ladson-Billings, 1994). The teacher's pedagogic style is influenced by the school's working environment (Wu, 1998), expectations of the school management and principal (Bredson & Johansson, 2000;Sebatane, 1994) and the wider social setting of the school as part of the local education authority, which has its own priorities (Guariento, 1997). These expectations are heavily influenced by policies at a national level, which in South Africa are intended to bring about a transformation of the education system (Department of Education of the Republic of South Africa, 1996).…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 98%

Investigating science teachers' response to curriculum innovation

Scholtz¹,

Watson

Amosun³

2004

African Journal of Research in Mathematics, Science and Technol

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This paper explores how teachers' pedagogic practices changed in response to a curriculum innovation and, more importantly, why they changed in the ways that they did. The study describes the changes in pedagogy of six Grade six primary school teachers who were exposed to a training programme designed to develop science process skills in school pupils. It explores the educational setting of each teacher in order to identify factors, both physical and social, affecting the ways in which teachers' pedagogy changed. Three kinds of data were used: observations, interviews with teachers and field notes. The data show patterns of adaptation influenced by different factors in different schools. How teachers perceived their needs for development was heavily influenced by each particular educational setting. This in turn influenced the level of engagement in the training programme and how they adapted pedagogic strategies to their particular circumstances.

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Collaborative Action Research to Promote Reflective Thinking Among Higher Education Students

Vaiyavutjamai¹,

Charoenchaia²,

Ponmanee³

et al. 2012

Procedia - Social and Behavioral Sciences

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Enhancement of Teacher Capacities and Capabilities in School‐based Assessment: Lesotho experience

Cited by 8 publications

References 4 publications

Teacher Development and Change in South Africa: A critique of the appropriateness of transfer of northern/western practice

Teacher Development and Change in South Africa: A critique of the appropriateness of transfer of northern/western practice

Investigating science teachers' response to curriculum innovation

Collaborative Action Research to Promote Reflective Thinking Among Higher Education Students

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