Item history (LFriese, Tue Mar 29 2022 22:44:20 GMT+0100 (BST))

TY - JOUR
TI - Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia
AU - O’Sullivan, Margo C.
T2 - Teaching and Teacher Education
AB - 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.
DA - 2002/07//
PY - 2002
DO - 10.1016/S0742-051X(02)00014-8
DP - DOI.org (Crossref)
VL - 18
IS - 5
SP - 523
EP - 539
J2 - Teaching and Teacher Education
LA - en
SN - 0742051X
UR - http://eprints.teachingandlearning.ie/3359/1/O'Sullivan%202002.pdf
Y2 - 2021/06/10/19:34:48
ER -

TY - JOUR
TI - Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia
AU - O’Sullivan, Margo C.
T2 - Teaching and Teacher Education
AB - 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.
DA - 2002/07//
PY - 2002
DO - 10.1016/s0742-051x(02)00014-8
DP - DOI.org (Crossref)
VL - 18
IS - 5
SP - 523
EP - 539
J2 - Teaching and Teacher Education
LA - en
SN - 0742051X
UR - http://eprints.teachingandlearning.ie/3359/1/O'Sullivan%202002.pdf
Y2 - 2021/06/10/19:34:48
ER -

group: 2405685

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itemKeyOld: UPFKVQ5A

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itemOLD.extra: Extra URL: https://linkinghub.elsevier.com/retrieve/pii/S0742051X02000148 KerkoCite.ItemAlsoKnownAs: 10.1016/S0742-051X(02)00014-8 2339240:TQI4YUMP 2405685:UPFKVQ5A