Bhutanese Stakeholders' Perceptions about Multi-Grade Teaching as a Strategy for Achieving Quality Universal Primary Education

Autor/inn/en	Kucita, Pawan; Kivunja, Charles; Maxwell, T. W.; Kuyini, Bawa
Titel	Bhutanese Stakeholders' Perceptions about Multi-Grade Teaching as a Strategy for Achieving Quality Universal Primary Education
Quelle	In: International Journal of Educational Development, 33 (2013) 2, S.206-212 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2012.05.009
Schlagwörter	Access to Education; Stakeholders; Primary Education; Student Teachers; Multigraded Classes; Content Analysis; Qualitative Research; Interviews; Educational Strategies; Public Officials; Teacher Attitudes; Student Teacher Attitudes; Rural Areas; Educational Benefits; Educational Resources; Student Adjustment; Articulation (Education); Curriculum; Capacity Building; Bhutan + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Primarbereich; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Mehrstufenklasse; Inhaltsanalyse; Qualitative Forschung; Interviewing; Interviewtechnik; Lehrstrategie; Lehrerverhalten; Rural area; Ländlicher Raum; Bildungsertrag; Bildungsmittel; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Articulation; Artikulation (Ling); Artikulation; Aussprache; Curricula; Lehrplan; Rahmenplan
Abstract	This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified as a strategy for achieving quality Universal Primary Education. The data from Ministry officials, teachers and student teachers were analyzed using Leximancer software and the results showed that all stakeholders saw some benefits of multigrade in rural and remote communities in terms of children's access to education. However, future teachers expressed preferred not to teach in multi-grade schools due to challenges such as inadequate resources, difficulties with timely adjustment to the aligned curriculum and limited capacity building among teachers. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10