Teacher accountability in context: Tanzanian primary school teachers' perceptions of local community and education administration.

Autor/in	Barrett, Angeline M.
Titel	Teacher accountability in context: Tanzanian primary school teachers' perceptions of local community and education administration.
Quelle	In: Compare, 35 (2005) 1, S. 43-61Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Empirische Untersuchung; Evaluation; Interview; Qualitative Forschung; Einstellung (Psy); Identität; Wahrnehmung; Schule; Bildungsverwaltung; Schulinspektion; Grundschule; Primarbereich; Lehrer; Lehrerrolle; Bildungsprogramm; Ländlicher Raum; Region; Stadt; Verantwortung; Arbeitsbedingungen; Lebensstandard; Internationaler Vergleich; Inspektion; England; Tansania
Abstract	Evaluations, tied to specific programmes, need to be complemented by research that is more sensitive to context at the classroom level. A comparative approach may be used as a platform to move into a two-way conversation with the perspectives of practitioners in `developing´ countries and hence scrutinize internationally dominant notions of good teaching that are often assumed in applied research, such as evaluations. This paper draws on findings from a theoretically oriented study of primary school teacher identity in Tanzania, in which explicit comparisons are made with teacher identity in England. The analysis shows how Tanzanian teachers see their social identity and professional responsibilities as being co-constructed and shared with parents, the local community and education administration. A comparison is made with English constructs of professional responsibility and accountability in order to draw some lessons for the conduct and interpretation of evaluations. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/3