Reconsidering the Evidence Base, Considering the Rural: Aiming for a Better Understanding of the Education and Training Needs of Sub-Saharan African teachers

Autor/in	Buckler, Alison
Titel	Reconsidering the Evidence Base, Considering the Rural: Aiming for a Better Understanding of the Education and Training Needs of Sub-Saharan African teachers
Quelle	In: International Journal of Educational Development, 31 (2011) 3, S.244-250 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2010.04.003
Schlagwörter	Stellungnahme; Rural Schools; Educational Needs; Educational Research; Educational Objectives; Rural Areas; Statistical Data; Foreign Countries; Ethnography; Teaching Conditions; Teacher Education; Africa + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Educational need; Bildungsbedarf; Bildungsforschung; Pädagogische Forschung; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Ethnografie; Lehrbedingungen; Unterrichtsbedingungen; Lehrerausbildung; Lehrerbildung; Afrika
Abstract	Providing basic education for all children by 2015 is one of the world's major educational objectives and teachers are crucial to achieving this. This article argues that not enough attention has been paid to the specific training needs of teachers in rural areas. Focusing on Sub-Saharan Africa it argues (i) that large-scale statistical data should highlight rather than mask urban-rural disparities and (ii) that ethnographic studies of teachers can provide rich descriptions of specific training needs. Drawing on a study of rural teachers' lives it suggests that a reconsideration of the evidence base for teacher education is necessary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10