Kamwi, K.K. (2002) Teacher responses to the Namibian education reform : a case study of two Caprivi schools. Masters thesis, Rhodes University.
Effective implementation of education reforms consists of alterations in curriculum materials, instructional practices and behaviour, beliefs and understandings on the part of the teachers involved in the reform (Fullan and Hargreaves, 1993: 5). A process of implementation is therefore, a learning process, learning how to do something new (ibid.). This study was done to establish how Biology teachers in Caprivi have responded to the reform process ten years down the line. I used a qualitative case study of two secondary schools. Four Biology teachers, two school principals and two groups of learners participated in the study. Data was collected by means of interviews, lesson observations, a workshop, and school inventories. The data was analysed within an interpretive framework. The results of the study show a move into 'activity-based teaching'. It shows a shift from the traditional transmission teaching approach. In general teachers seem to equate 'activity-based teaching' with the learner-centred approach.
|Item Type:||Thesis (Masters)|
|Uncontrolled Keywords:||education and state, Namibia, educational change|
|Subjects:||Y Unknown > Subjects to be assigned|
|Divisions:||Faculty > Faculty of Education > Education|
|Supervisors:||Boltt, G. and Van Harmelen, U.|
|Deposited By:||Rhodes Library Archive Administrator|
|Deposited On:||18 Oct 2007|
|Last Modified:||06 Jan 2012 16:19|
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