Democratic teacher education reform in Africa : the case of Namibia
著者
書誌事項
Democratic teacher education reform in Africa : the case of Namibia
Westview Press, 1999
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
An analysis of teacher education reforms in Namibia in the post-independence era, from the perspective of government personnel, teacher educators, and teachers themselves.. This book examines post-independence teacher education reforms in the southern African country of Namibia from the perspective of various actors in the reform process: Ministry of Education personnel, teacher educators, teachers, school administrators, student teachers, and external consultants. These reforms are based on creating broad participation in defining and developing the reforms in relation to the goals of providing greater access, equity, quality and democracy in schooling. Action research and critical practitioner inquiry have played a major role in the realization of democratic participation in the reform process. Both the successes and the tensions associated with these reforms are analyzed. Namibia, a country of one and one-half million people in southern Africa, achieved independence from South Africa in 1990.
At independence, the new SWAPO government sought to transform the countrys educational system from one that educated elites to one that provided a high quality basic education of at least ten years for all Namibians. A central aspect of these educational reform efforts has been the reform of teacher education for basic education and the professional development of teacher educators.This book examines post-independence teacher education reforms in Namibia from the perspectives of different actors in the reform process: Ministry of Education personnel, teacher educators, teachers, school administrators, student teachers, and external consultants. Consistent with the current focus on building internal capacity within Namibia to sustain the reforms and on creating Namibian knowledge about education, sixteen of the books nineteen chapters are authored by Namibians.The educational reforms in Namibia are based on four central goals of promoting greater access, equity, democracy, and quality. They seek to replace the former autocratic knowledge transmission system with one that is more leaner-centered, community-responsive, and focused on knowledge construction.
Unlike many other educational reforms in African countries that have limited teachers and teacher educators to marginal roles as implementors of ideas and practices formulated away from the classroom, the Namibian reforms call for broad participation in defining and developing the reforms in ways that are consistent with the four general goals.
目次
- A Story Told by a Namibian Educator ()
- Education for All - The Namibian Experience ()
- Toward Reflective Practice ()
- From the Liberation Struggle to a Learner-Centered and Democratic Teacher Education ()
- Critical Inquiry in Pre-Service Teacher Education ()
- Developing Learner Understanding Through Learner-Centered Education ()
- Some Male Learners in Grade Ten Are Reluctant to Participate in Groupwork During Geography Lessons ()
- Improving the Participation of Girls in My Grade Nine Agricultural Lessons ()
- Practice-Based Inquiry in In-Service Teacher Education ()
- Critical Practitioner Inquiry and Staff Development for Teacher Educators ()
- Writing Problems in a Namibian Language ()
- Promoting Active Participation ()
- Developing Student Teachers Writing Skills ()
- Peer Coaching and Teacher Reflection ()
- Developing Cross-Curricular Themes from Story Telling in Grade One ()
- Participatory Teacher Education Reform in Namibia ()
- Which Way Namibia - To Decolonize the Colonized Mind of the Anticolonial Teacher? ()
- A Luta Continua - The Struggle Continues ()
- Postscript - Wash Your Face and Get Ready for School ()
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