Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia

Resource type
Journal Article
Author/contributor
Title
Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia
Abstract
The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reflective approaches. This has undoubtedly influenced the relatively recent introduction of reflective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reflective approaches in the training of unqualified and underqualified primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reflective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reflection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved.
Publication
Teaching and Teacher Education
Volume
18
Issue
5
Pages
523-539
Date
7/2002
Journal Abbr
Teaching and Teacher Education
Language
en
ISSN
0742051X
Accessed
10/06/2021, 19:34
Library Catalog
DOI.org (Crossref)
Citation
O’Sullivan, M. C. (2002). Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia. Teaching and Teacher Education, 18(5), 523–539. https://doi.org/10.1016/S0742-051X(02)00014-8