The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania

Resource type
Journal Article
Author/contributor
Title
The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania
Abstract
This article examines recent educational reforms in Tanzania by looking at the cultural politics of pedagogical change in secondary and teacher education. It presents an ethnography of a teachers college founded on the principles of social constructivism in a country where formalistic, teacher-centered pedagogy is the norm. Using data collected through a year of participant observation, it argues that the cultural, economic, and political dimensions of teachers’ practice need to be considered alongside efforts to reform the country's educational system. It offers contingent constructivism as an alternative to the international consensus on a single model of excellent teaching.
Publication
International Journal of Educational Development
Volume
29
Issue
3
Pages
303-311
Date
May 1, 2009
Journal Abbr
International Journal of Educational Development
Language
en
ISSN
0738-0593
Short Title
The cultural politics of constructivist pedagogies
Accessed
22/05/2020, 13:25
Library Catalog
ScienceDirect
Extra
shortDOI: 10/cfjzn4
Citation
Vavrus, F. (2009). The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania. International Journal of Educational Development, 29(3), 303–311. https://doi.org/10.1016/j.ijedudev.2008.05.002