Why was inquiry practice not there? Analysis of demand-resource empirics of classroom pedagogy

Datos Bibliográficos

ID21314127
AutoresGideon Boadu (0000-0003-3212-1096, Excelsia University College, autor de correspondencia)
Año2024
Volumen76
Número4
Páginas811-835
Fecha de publicación2024-06-06
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Review (JOURNAL)
Identificadores de la revistaISSN: 0013-1911 • E-ISSN: 1465-3397
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00131911.2022.2066631
OpenAlexW4281755864
IdiomaEN
Citas recibidas3
Referencias citadas50

A growing body of research has underscored the importance of inquiry-based methods in history teaching, yet the organisational and cultural contexts within which teachers work and how these impact teachers’ practices have received little attention. This article employs the job demands-resources theory to examine factors that inform the classroom methods of secondary history teachers in Ghana. A qualitative approach involving in-depth interviews and lesson observations was used to explore this issue. Results show that teachers in Ghana report high levels of workload that are disproportionate to the resources available in their schools of practice. This resulted in pressure and anxiety to achieve curriculum coverage in response to testing and accountability regimes. The article concludes that tensions between job demands and resources form a disincentive against the implementation of inquiry-based pedagogies in Ghanaian schools. The article draws implications for curriculum design and stakeholder engagement

Accountability · Curriculum · Management · Mathematics education · Pedagogy · Political science · Public relations · Qualitative research · Social science · Sociology · Stakeholder · Work (physics) · Workload · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Second Language Learning and Teaching