Is changing teaching practice the mission impossible? A case study of continuing professional development for primary school teachers in Senegal
Bibliographic Data
| ID | 11920245 |
|---|---|
| Authors | Takeshi Miyazaki (0000-0002-9287-8608, University of Sussex, corresponding author) |
| Year | 2015 |
| Volume | 46 |
| Issue | 5 |
| Pages | 701-722 |
| Publication date | 2015-06-29 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057925.2015.1043238 |
| OpenAlex | W2126779372 |
| Language | EN |
| Citations received | 2 |
| References cited | 60 |
This paper reports on research into a continuing professional development (CPD) project, Projet de Renforcement de l’Enseignement des Mathématiques, des Sciences et de la Technologie (PREMST) [Strengthening Mathematics, Science, and Technologies in Education Project]. The literature review reveals few examples of CPD changing the teaching practices of teachers, especially in sub-Saharan Africa. By using the cases of five teachers, this research seeks to understand the complexities of pedagogical change. The research found that PREMST has helped teachers envision how teaching should be conducted, but it has not necessarily brought a positive change in the learning of pupils because it has not changed how teachers think about teaching. Given the difficulties involved in pedagogical change, emphasising specific skills may have been the necessary and practical first step, but changing these teaching practices is not enough. The research found that teachers still paid little attention to the learning of individual pupils. The research concludes that the recently initiated practice of lesson study shows considerable potential to build on what has already been achieved
Continuing education · Continuing professional development · Faculty Development · Mathematics education · Medical education · Pedagogy · Professional development · Sociology · Teaching method · Global Educational Policies and Reforms · Medicine · Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
Qualitative interviewing
What Is a Case?
Pedagogy, Symbolic Control, and Identity
Research Methods in Education
Within and Beyond Communities of Practice
From Preparation to Practice
Inside the Black Box
Effects of Professional Development on Teachers’ Instruction
Methodological rigour within a qualitative framework
The Equivalence of Learning Paths in Early Science Instruction
Assessment and Classroom Learning
The Role of Tutoring in Problem Solving
The reflective practitioner
Bilingual Education in West Africa
Challenging formative assessment
Those Who Understand
Teachers' perspectives on classroom practice in Botswana
Multilingualism and discourse in primary school mathematics in Kenya
English-only language-in-education policy in multilingual classrooms in Ghana
Action research and the transfer of reflective approaches to in-service education and training (Inset) for unqualified and underqualified primary teachers in Namibia
Forms and substance in learner-centred teaching
A systemic approach to professional development
The new professionalism
Curriculum reform in post-1990s sub-Saharan Africa
The need for educational reform and the role of teacher training
A brief history of a science teacher professional development initiative in Indonesia and the implications for centralised teacher development
Pedagogical renewal
The reconceptualisation of learner-centred approaches
Education sector analysis in Africa
Perspectives on pedagogy in teacher education
The inset strategies model
Research on education in the developing countries
The cultural politics of constructivist pedagogies
Developing teachers and teaching
Problems on primary school-based in-service training in Vietnam
The Malawi integrated in-service teacher education programme
Pedagogical classroom practice and the social context
Is changing teaching practice the mission impossible? A case study of continuing professional development for primary school teachers in Senegal
Teacher Development and Change in South Africa
Border Crossings
Pedagogical renewal in sub‐Saharan Africa
A vision of successful schooling
International Aid Agencies, Learner-centred Pedagogy and Political Democratisation
Changing pedagogical practice in Kenyan primary schools
Beyond the polarization of pedagogy
Developing Formative Assessment in the Classroom
Insights into the policy and practice of teacher education in low‐income countries
The thesis of stages fourteen years later
A Knowledge Base for the Teaching Profession
Explorations in Classroom Observation
Knowledge and Teaching
The teacher's role in promoting collaborative dialogue in the classroom
Truth and Consequences
Situated Learning
Dominance Through Interviews and Dialogues
Ethics, Reflexivity, and "Ethically Important Moments" in Research
| Citations per year | 0.18 |
|---|---|
| Citation span | 2015 - 2019 (5) |
| Highly cited | No |