Enabling Pedagogic Reform in the Maldives: Implications for Translating Policy into Teacher Practice

Autor/in	Di Biase, Rhonda
Titel	Enabling Pedagogic Reform in the Maldives: Implications for Translating Policy into Teacher Practice
Quelle	In: Asia Pacific Journal of Education, 39 (2019) 3, S.372-390 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Di Biase, Rhonda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2019.1603101
Schlagwörter	Educational Change; Foreign Countries; Educational Policy; Theory Practice Relationship; Teacher Role; Student Centered Learning; Faculty Development; Educational Needs; Teaching Conditions; Developing Nations; Classroom Techniques; Elementary School Teachers; Teacher Attitudes; Active Learning; Adoption (Ideas); Intervention; Design; Research Methodology; Maldives + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Politics of education; Bildungspolitik; Theorie-Praxis-Beziehung; Lehrerrolle; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Educational need; Bildungsbedarf; Lehrbedingungen; Unterrichtsbedingungen; Developing country; Developing countries; Entwicklungsland; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Aktives Lernen; Ideas; Ideenfindung; Research method; Forschungsmethode; Malediven
Abstract	For education reform to move beyond policy rhetoric and find a place in teachers' practice, the critical role of teachers must be acknowledged. Moving beyond a focus on the "what" of educational reform to the "how", this study explores the enabling conditions for implementing learner-centred education in the Maldives. Using design-based research, an interventionist methodology, the key role of teachers and their professional development needs was investigated. A pedagogical intervention was developed and studied in a Maldivian island school. Data were collected through questionnaires, interviews and fieldnotes to document the processes and circumstances that influenced teachers' enactment of innovative practices. The findings highlighted the importance of professional development focused on teachers' access to new knowledge and ideas, the school-based conditions necessary for transferring knowledge into practice, and the need for ongoing refinement in working towards the desired pedagogical goal. The paper concludes with three overarching design principles, a theoretical output of design-based research, intended to inform similar innovations in other relevant settings. (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	2020/1/01