Item history (LFriese, Sat Dec 17 2022 18:42:36 GMT+0000 (GMT))

TY - JOUR
TI - Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania
AU - Vavrus, Frances
AU - Bartlett, Lesley
T2 - Comparative Education Review
AB - This article examines how epistemological differences regarding knowledge production and material differences in the conditions of teaching influence teachers’ and teacher educators’ understandings of learner-centered pedagogy. Emerging from a 5-year collaboration between teams of US and Tanzanian teacher educators, the research focuses on six Tanzanian secondary schools whose teachers participated in a workshop on learner-centered pedagogy and pedagogical content knowledge. We find that teachers’ views of knowledge production are profoundly shaped by the cultural, economic, and social contexts in which they teach. We conclude not only that teachers’ working conditions are important contextual factors in comparative studies of schooling but that the conditions themselves need to be conceptualized more fully in theories of knowledge production and global/local reforms of teacher education.
DA - 2012/11//
PY - 2012
DO - 10.1086/667395
DP - DOI.org (Crossref)
VL - 56
IS - 4
SP - 634
EP - 658
J2 - Comparative Education Review
LA - en
SN - 0010-4086, 1545-701X
ST - Comparative pedagogies and epistemological diversity
UR - https://www.researchgate.net/publication/259711400_Comparative_Pedagogies_and_Epistemological_Diversity_Social_and_Materials_Contexts_of_Teaching_in_Tanzania
Y2 - 2021/05/26/17:43:58
ER -

TY - JOUR
TI - Comparative Pedagogies and Epistemological Diversity: Social and Materials Contexts of Teaching in Tanzania
AU - Vavrus, Frances
AU - Bartlett, Lesley
T2 - Comparative Education Review
AB - This article examines how epistemological differences regarding knowledge production and material differences in the conditions of teaching influence teachers’ and teacher educators’ understandings of learner-centered pedagogy. Emerging from a 5-year collaboration between teams of US and Tanzanian teacher educators, the research focuses on six Tanzanian secondary schools whose teachers participated in a workshop on learner-centered pedagogy and pedagogical content knowledge. We find that teachers’ views of knowledge production are profoundly shaped by the cultural, economic, and social contexts in which they teach. We conclude not only that teachers’ working conditions are important contextual factors in comparative studies of schooling but that the conditions themselves need to be conceptualized more fully in theories of knowledge production and global/local reforms of teacher education.
DA - 2012/11/01/
PY - 2012
DO - 10.1086/667395
DP - ResearchGate
VL - 56
J2 - Comparative Education Review
ST - Comparative Pedagogies and Epistemological Diversity
L1 - https://www.researchgate.net/profile/Lesley-Bartlett-3/publication/259711400_Comparative_Pedagogies_and_Epistemological_Diversity_Social_and_Materials_Contexts_of_Teaching_in_Tanzania/links/552d6b8a0cf29b22c9c4f495/Comparative-Pedagogies-and-Epistemological-Diversity-Social-and-Materials-Contexts-of-Teaching-in-Tanzania.pdf
L4 - https://www.researchgate.net/publication/259711400_Comparative_Pedagogies_and_Epistemological_Diversity_Social_and_Materials_Contexts_of_Teaching_in_Tanzania
ER -

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Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania

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Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania

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