Academic Journal
Transforming Rural Teaching: Teacher Educators and Pre-Service Teachers' Perspectives on Transformative Curriculum and Pedagogy
| العنوان: | Transforming Rural Teaching: Teacher Educators and Pre-Service Teachers' Perspectives on Transformative Curriculum and Pedagogy |
|---|---|
| اللغة: | English |
| المؤلفون: | Blandina Daniel Mazzuki (ORCID |
| المصدر: | Australian and International Journal of Rural Education. 2024 34(1):44-59. |
| الاتاحة: | Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Rural Schools, Teacher Educators, Preservice Teachers, Teacher Attitudes, Transformative Learning, Curriculum, Foreign Countries, Preservice Teacher Education, Program Effectiveness, Educational Change, Teaching Methods |
| مصطلحات جغرافية: | Tanzania |
| DOI: | 10.47381/aijre.v34i1.696 |
| تدمد: | 1839-7387 |
| مستخلص: | This qualitative study examines preparation of pre-service teachers for altering rural teaching through transformative curriculum and pedagogy. The study gathered the perspectives of 45 participants belonging to two universities in Tanzania, namely University of Dar es Salaam (Dar es Salaam University College of Education) and Sokoine University of Agriculture School of Education. The findings indicate that geographically isolated rural schools are associated with deficits resulting in poor quality of teaching and learning. Further, the findings establish that teacher educators and pre-service teachers are not open to transforming rural teaching. This has implications for the effectiveness of university teacher education provided. To develop pre-service teachers' openness to transforming rural teaching, there is a need for transformative curriculum and pedagogy in teacher education. A transformative curriculum should include diverse knowledge of teaching contexts and be implemented through critical dialogue and reflective pedagogy. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1424709 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1839-7387 |
|---|---|
| DOI: | 10.47381/aijre.v34i1.696 |