Negotiating Conflicting Discourses of Quality Teaching in Fiji: Initial Teacher Education and Practicum at the University of the South Pacific

Autor/inn/en	Burnett, Burnett; Prakash, Kusum; Shanna, Vinata
Titel	Negotiating Conflicting Discourses of Quality Teaching in Fiji: Initial Teacher Education and Practicum at the University of the South Pacific
Quelle	In: Waikato Journal of Education, 24 (2019) 1, S.1-10 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0373
Schlagwörter	Foreign Countries; Teacher Effectiveness; Practicums; Preservice Teachers; Teacher Education Programs; Check Lists; Neoliberalism; Student Centered Learning; Observation; Classroom Techniques; Alignment (Education); Reflection; Secondary Schools; Fiji + Suchen Sie Ihr Suchwort? Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Practicum; Praktikum; Praktika; Checkliste; Neo-liberalism; Neoliberalismus; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Beobachtung; Klassenführung; Sekundarschule; Fidschi
Abstract	This article identifies a number of conflicting discourses informing education in Fiji and their impact on Initial Teacher Education (ITE) programmes and students. The socially constructivist progressivism of the Ministry of Education and the ITE provider is being eroded by a set of socially conservative discourses symptomatic of neoliberal education reforms elsewhere. It is the practicum where the conflict is most acutely evidenced. To highlight the conflict 90 ITE students, as ethno-graphic fieldworkers, have used an accepted quality teaching checklist to record the teaching they witnessed while on practicum. The resulting misalignments between discourses of quality teaching identified in this article, and highlighted by ITE students, contribute to debates about what constitutes effective teaching in Fiji. The complex set of discourses identified as impacting on initial teacher education and education in Fiji more generally can be utilised by ITE programmes to generate critical reflection among students. One way to do this is to take a learning-centred approach where ITE students are encouraged to make critical choices for teaching based on links between pedagogy, context and consequence. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01