Ugandan Teachers Epistemological Beliefs and Child-Led Research: Implications for Developing Inclusive Educational Practice

Autor/inn/en	Sheehy, Kieron; Wilson Kasule, George; Chamberlain, Liz
Titel	Ugandan Teachers Epistemological Beliefs and Child-Led Research: Implications for Developing Inclusive Educational Practice
Quelle	In: International Journal of Disability, Development and Education, 68 (2021) 4, S.600-615 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sheehy, Kieron)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2019.1699647
Schlagwörter	Foreign Countries; Teacher Attitudes; Beliefs; Student Centered Learning; Research; Inclusion; Teaching Methods; Educational Practices; Epistemology; Elementary School Teachers; Teacher Educators; Students with Disabilities; Teacher Characteristics; Institutional Characteristics; Misconceptions; Constructivism (Learning); Ability Grouping; Academic Ability; Uganda + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Belief; Glaube; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Forschung; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Erkenntnistheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Missverständnis; Homogene Gruppierung; Niveaugruppierung; Streaming
Abstract	There is a complementarity between Uganda's aim for 'education for all' and the pedagogy indicated as underpinning Uganda's child-focused thematic curriculum. However, child-focused pedagogies are rare. The case is made that child-led research is an appropriate model for developing inclusive classroom practice. This research is the first to consider the relationship between Ugandan teachers' epistemological beliefs and child-led research. The findings from questionnaire responses of 187 teachers and educators challenge the argument that Ugandan teachers' epistemological beliefs are the primary barrier to implementing child-focused pedagogies and indicate that a child-led research initiative would complement the epistemological beliefs of many teachers and offer a potential model for an inclusive pedagogical approach. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01