The Role of Teachers' Implicit Social Goals in Pedagogical Reforms in Tanzania

Autor/inn/en	Jukes, Matthew C. H.; Mgonda, Nkanileka L.; Tibenda, Jovina L.; Sitabkhan, Yasmin
Titel	The Role of Teachers' Implicit Social Goals in Pedagogical Reforms in Tanzania
Quelle	In: Oxford Review of Education, 49 (2023) 1, S.10-28 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2022.2093178
Schlagwörter	Teacher Attitudes; Decision Making; Ethics; Cooperative Learning; Foreign Countries; Faculty Development; Teaching Methods; Rural Areas; Cultural Context; Educational Change; Professional Autonomy; Teacher Student Relationship; Agricultural Production; Social Influences; Educational Objectives; Barriers; History; Cultural Influences; Literacy Education; African Languages; Vignettes; Learning Activities; Active Learning; Tanzania + Suchen Sie Ihr Suchwort? Lehrerverhalten; Decision-making; Entscheidungsfindung; Ethik; Kooperatives Lernen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Ländlicher Raum; Bildungsreform; Berufsfreiheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Agriculture; Production; Landwirtschaft; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Sozialer Einfluss; Educational objective; Bildungsziel; Erziehungsziel; Geschichte; Geschichtsdarstellung; Cultural influence; Kultureinfluss; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Lernaktivität; Aktives Lernen; Tansania
Abstract	Pedagogical reforms in sub-Saharan Africa have often been unsuccessful, arguably because they fail to account for the social and cultural context of teachers' choices. Two studies in rural Tanzania examined the pedagogical decisions of teachers taking part in a programme of teacher professional development. Teachers reflected on their own decisions to conduct teaching activities, which were observed by the research team, and on the decisions taken by teachers in vignettes. Results suggested that pedagogical decisions were influenced by the social goals of togetherness, cooperation, and fairness. Pedagogical choices were also influenced by the need to avoid embarrassing students and to address conformity among student responses and students' lack of confidence in addressing teachers. The findings broadly support the hypothesis that Tanzanian teachers pursue implicit social goals in their classroom, some of which are associated with the culture of historically agricultural societies. Teachers may be resistant to new pedagogies which do not support these social goals. Rather than seeing cultural values as 'barriers', we argue that teacher professional development programmes, particularly for early years education, should design teaching activities which are consistent with the culturally shaped social goals of teachers while remaining true to the learning goals of those activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01