A Vision of Successful Schooling: Ghanaian Teachers' Understandings of Learning, Teaching and Assessment

Autor/inn/en	Akyeampong, Kwame; Pryor, John; Ampiah, Joseph Ghartey
Titel	A Vision of Successful Schooling: Ghanaian Teachers' Understandings of Learning, Teaching and Assessment
Quelle	In: Comparative Education, 42 (2006) 2, S.155-176 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
Schlagwörter	Foreign Countries; Teacher Attitudes; Teacher Characteristics; School Effectiveness; Teaching Experience; Constructivism (Learning); Teaching Methods; Performance Factors; Professional Development; Academic Aspiration; Educational History; Educational Change; Ghana + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Schuleffizienz; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsindikator; History of education; Bildungsgeschichte; Bildungsreform
Abstract	This article reports on an empirical study exploring Ghanaian teachers' understandings of teaching, learning and assessment. It argues that received views of poorly trained teachers with untheorized and badly reasoned professional practices may mask a more complex situation. In defining learning, teachers in the study reproduced models consistent with transmission or behaviouristic theories. However, when asked to describe their most successful experiences, teachers' understandings were more in accord with social constructivism. Also, their aspiration towards interactive models of classroom assessment was circumscribed by the normal context of assessment discourse and by bureaucratic requirements. The article concludes that, given the right circumstances, teachers can reflect on their experiences and produce a more sophisticated account of teaching and learning. It suggests ways in which in-service work might make use of these insights, recommending further attention to the discursive frames of teachers' professional reflections within dialogue and active engagement through school-based coaching. (Contains 1 figure, 5 notes, and 3 tables.) (Author).
Anmerkungen	Routledge. 29 West 35th Street, New York, NY 10001. Tel: 212-216-7800; Fax: 212-564-7854; Web site: http://www.tandf.co.uk/journals.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10