Show simple item record Tabulawa, R. 2011-02-21T13:21:55Z 2011-02-21T13:21:55Z 1998-04
dc.identifier.citation Tabulawa, R. (1998) Teachers' perspectives on classroom practice in Botswana: implications for pedagogical change, International Journal of Qualitative Studies in Education, Vol. 11, No. 2, pp. 249-268 en_US
dc.identifier.issn 0951-8398
dc.description.abstract Attempts to improve the quality of education in Botswana have, inter alia, included an emphasis on a learner-centered pedagogy. Attempts at implementing this pedagogy have been made within the ambit of the technical rational model of curriculum development. The attempts, however, have produced inconclusive results, and these results have often been rationalized in technicist terms, e.g. as being due to lack of resources and poorly trained teachers. Overlooked in this technicist model are the teachers' perspectives on the innovation. Using the case-study approach within the rubrics of the qualitative research paradigm, this study sought to establish the perspectives of geography teachers in a senior secondary school in Botswana vis-a-vis the learnercentered pedagogy advocated in Education for Kagisano (Social Harmony), a report produced by the 1977 Commission on Education. The findings indicated that teachers' classroom practices were influenced by many factors other than technical ones: these included the teachers' assumptions about the nature of knowledge and the ways it ought to be transmitted, their perceptions of students, and the goal of schooling. It also emerged that their assumptions were incongruent with the basic tenets of the learner-centered pedagogy. The findings, then, are an indictment of the technical rational model of change implementation applied in Botswana. They indicate that disregarding what teachers know and think about their taken-for-granted classroom practices when effecting change can lead to disappointing results. en_US
dc.language.iso en en_US
dc.publisher Routledge en_US
dc.subject Teachers en_US
dc.subject Education en_US
dc.subject Botswana en_US
dc.title Teachers' perspectives on classroom practice in Botswana: implications for pedagogical change en_US
dc.type Published Article en_US

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