The need for educational reform and the role of teacher training: An alternative perspective

O’Donoghue, Tom

doi:10.1016/0738-0593(94)90023-x

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…This has led some to question the underlying political agendas and global hegemonies driving international agencies to export LCT as a one-size-fits-all, decontextualized 'best practice,' despite numerous stories of failure (O'Sullivan, 2006;Vavrus, 2009). Critics suggest that the adoption of ' models of LCT in developing countries amounts to neo-colonialism, denouncing the unequal and unidirectional flow of Eurocentric knowledge to undeveloped countries that have characterized international education, and the consequent marginalization of indigenous knowledge systems within the global discourse (Kanu, 2005;O'Donoghue, 1994). Tabulawa (2003) goes to the extreme of labeling LCT a colonizing, domesticating pedagogy being pushed by international aid agencies purely for political and ideological rather than educational reasons.…”

Section: Lct In the Developing Worldmentioning

confidence: 99%

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LCT in Developing, Lower and Middle Income and Developed Countries

Shah

2021

education

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LCT has been a recurrent theme in many national educational policies in the global South and has had wide donor support through aid programs and smaller projects and localized innovations. However, the history of the implementation of LCT in different contexts is riddled with stories of failures, grand and small. This article provides an overview of the four major topics-context of LCT, LCT in lower and middle-income countries, LCT in the developing and LCT in the developed countries. The major aim of the article is to explore the status of LCT in underdeveloped, to develop and developed countries. For this purpose, I searched scholarly and online databases(Google Scholar, JStor, Proquest) that focus on LCT and related policies, trends, and issues in various countries. I used search terms associated with the various LCT topics in lower and middleincome countries, LCT in developing countries, and LCT in the developed countries. LCT is a traveling policy that has been endorsed by international agencies, national governments, and local innovators. As a globally traveling policy and practice, prescriptions and innovations regarding LCT are often found in contexts where it is culturally new and where the realities of educational governance and resources for schools have not historically accommodated it. Though there are several successful LCT projects, these are too few compared to the magnitude of the failures of the approach in developing countries. In a number of these countries, attempts at transforming traditional classrooms into LCT classrooms have failed. In a recent analysis of the research on LCT implementation, it was evident that the history of the implementation of LCT in different contexts is riddled with stories of failures, grand and small. Across a wide range of developing country contexts, the reports of tissue rejection as teachers and learners struggle to make the paradigm shift far outnumbered the stories of successful transitions from the pedagogies in place towards LCT.

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Section: Lct In the Developing Worldmentioning

confidence: 99%

“…First, these are limited resources at both school and national level. To some researchers, LCT approaches presuppose the availability of a specially designed environment with space and resources (O'Donoghue, 1994). All schools are not equally endowed and lack of facilities can be a strong inhibitor.…”

Section: Lct In the Developing Worldmentioning

confidence: 99%

LCT in Developing, Lower and Middle Income and Developed Countries

Shah

2021

education

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“…These necessary conditions refer not only to materials but also other factors. In particular, progressive pedagogy presupposes a relatively small class size, but a classroom with over a hundred pupils is not uncommon in Sub-Saharan Africa (O'Donoghue, 1994;Altinyelken, 2010). Trying to conduct, for instance, group work regardless of the classroom conditions could do more harm than good to student learning (Vavrus, 2009).…”

Section: Pedagogy and The Stages Of Educational Developmentmentioning

confidence: 99%

Is changing teaching practice the mission impossible? A case study of continuing professional development for primary school teachers in Senegal

Miyazaki

2015

Compare: A Journal of Comparative and International Education

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“…require substantial school restructuring and management, more open space, precious resources and smaller classes. O'Donoghue (1994) does not think those of discovery learning, activitybased learning, and integrated curricula are appropriate for the developing world as they presuppose small classes, precious resources, capable teachers who do not exist. Similarly, Guthrie (1990) also challenges the appropriateness of those child-centered practices for the developing world and argues for the teacher-centered formalistic approach, which is believed to be more suitable for contexts where resources are limited, and teacher professional capability is low.…”

mentioning

confidence: 99%

Child Centered Education: Criticisms

Shah

2019

education

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There have been quite a lot of concerns and arguments over the appropriateness of CCE for developing countries where the social and cultural values, educational traditions, and available resources are so different from the West. Most of the educationists argue for the teacher centred formalistic approach which is believed to be more suitable for contexts where resources are sufficient and teacher professional capability is very high. Issues related to CCE in developing countries have been the focus of discussion from 1980s and particularly the 1990s. The major intention of the present study to explore the major criticisms related to child centered education. Eleven serious criticisms: danger of centeredness; absenting knowledge; learner centeredness: scientifically validated?; freedom versus discipline; practicality of learner centered teaching; individual and society; the absence of authentic social relationships; teacher's roles; natural Sequence of development; the powerless female teacher and child; and the free and individual child: an illusionary and decontextualized construct have been discussed in the present article.

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The need for educational reform and the role of teacher training: An alternative perspective

Cited by 7 publications

References 7 publications

LCT in Developing, Lower and Middle Income and Developed Countries

LCT in Developing, Lower and Middle Income and Developed Countries

Is changing teaching practice the mission impossible? A case study of continuing professional development for primary school teachers in Senegal

Child Centered Education: Criticisms

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