Developing Pedagogical Practices in Myanmar Primary Schools: Possibilities and Constraints

Autor/inn/en	Hardman, Frank; Stoff, Christian; Aung, Wan; Elliott, Louise
Titel	Developing Pedagogical Practices in Myanmar Primary Schools: Possibilities and Constraints
Quelle	In: Asia Pacific Journal of Education, 36 (2016), S.98-118 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2014.906387
Schlagwörter	Teaching Methods; Intervention; Elementary School Teachers; Teacher Education Programs; Educational Quality; Recall (Psychology); Mathematics Instruction; Foreign Countries; Program Design; Educational Change; Classroom Communication; Classroom Observation Techniques; Discourse Analysis; Mixed Methods Research; Burma + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Quality of education; Bildungsqualität; Abberufung; Mathematics lessons; Mathematikunterricht; Ausland; Programme design; Programmaufbau; Programmplanung; Bildungsreform; Klassengespräch; Diskursanalyse
Abstract	This paper presents the findings of a baseline study of pedagogic practices used by Myanmar primary teachers in the teaching of mathematics and Myanmar language at Grades 3 and 5. The main purpose of the baseline study was to inform the design of teacher education programmes and allow for subsequent evaluations of interventions designed to improve the quality of primary education. It found that the majority of observed lessons (n = 728) used a transmission model of teaching in which the teacher often used a chalkboard and/or textbook to transmit recipe knowledge for recall and there was little variation across the teaching of mathematics and Myanmar language at Grades 3 and 5. Drawing on evidence from the baseline, the paper explores the training needs of primary teachers in Myanmar in the light of proposed reforms to teacher education at the pre- and in-service stages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01