Changing Histories: Strengthening Teacher Agency and Improving Education through Action Research in Botswana

Autor/in	Chadwick, Sheelagh
Titel	Changing Histories: Strengthening Teacher Agency and Improving Education through Action Research in Botswana
Quelle	In: Educational Action Research, 25 (2017) 5, S.755-769 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2016.1235502
Schlagwörter	Foreign Countries; Action Research; Educational Improvement; Music Education; Secondary School Teachers; Teacher Improvement; Faculty Development; Educational Change; Barriers; Educational Research; Educational Practices; Educational Strategies; Botswana + Suchen Sie Ihr Suchwort? Ausland; Projektforschung; Teaching improvement; Unterrichtsentwicklung; Musikerziehung; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Lehrstrategie
Abstract	Music teachers in Botswana's junior secondary schools could transform their students' and their own experience of music education through understanding, using and establishing action research as part of their practice. Furthermore, they could significantly impact the education system, by challenging its current paradigm and ultimately shifting its focus towards more socially just values and outcomes. These changes are long overdue, long written about and anticipated, long mandated through policy and accompanied by numerous research studies observing and theorizing the absence of student-centred pedagogy. This article situates the proposed project in relation to other African research studies in education reform. The project seeks to change, improve, and eventually re-structure and reinvigorate the teachers' personal, professional and political landscapes not only through the changes to their practice, but through coming to see the subject area, their role in its delivery and their agency in an entirely new way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01