Integrating New Knowledge into Everyday Practices: Teacher Pedagogy in Early Grade Literacy in Rural Mozambique

Autor/inn/en	Lee, Jeongmin; D'sa, Nikhit; Zuilkowski, Stephanie Simmons
Titel	Integrating New Knowledge into Everyday Practices: Teacher Pedagogy in Early Grade Literacy in Rural Mozambique
Quelle	In: Literacy, 54 (2020) 3, S.111-122 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Jeongmin) ORCID (Zuilkowski, Stephanie Simmons)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12221
Schlagwörter	Rural Areas; Pedagogical Content Knowledge; Foreign Countries; Oral Language; Classroom Techniques; Sustainable Development; Literacy; Literacy Education; Teaching Methods; Instructional Improvement; Knowledge Base for Teaching; Visual Aids; Reading Comprehension; Mozambique + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Pädagogische Kompetenz; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Klassenführung; Nachhaltige Entwicklung; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsqualität; Teaching theory; Theory of teaching; Unterrichtstheorie; Anschauungsmaterial; Leseverstehen; Mosambik
Abstract	Improving literacy outcomes in sub-Saharan Africa is a central focus of national governments, donors and non-governmental organisations alike, as evidenced by the inclusion of literacy as a target in the United Nations' Sustainable Development Goal 4. Though significant international development funding has been devoted to teacher training in the region, little evidence is available on how teachers improve their literacy instruction in practice. This study profiles how 20 teachers in eight schools in rural Mozambique translated training in literacy instruction into classroom instruction. We used three domains of teacher knowledge -- content knowledge, pedagogical knowledge and pedagogical content knowledge -- to analyse interview and observation data. While some aspects of training translated into classroom practices, including explicit literacy instruction and use of visual aids, teachers rarely used activities for oral language development or reading comprehension, which are critical to producing skilled readers. We discuss the research and policy implications of these findings. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01