Developing Practice
A Particular Challenge for Teacher Development through Distance Education, Especially in Rural Areas
Bibliographic Data
| ID | 19451332 |
|---|---|
| Authors | Ntombebandla Mbunyuza-deHeer Menlah (University of South Africa (Unisa), Department of Teacher Education, South Africa), Tony Mays (0000-0003-3506-8497, University of South Africa (Unisa), College of Human Sciences, South Africa) |
| Year | 2013 |
| Volume | 11 |
| Issue | 1 |
| Pages | 97-104 |
| Publication date | 2013-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies of Tribes and Tribals (JOURNAL) |
| Journal identifiers | ISSN: 0972-639X • E-ISSN: 2456-6799 |
| Publisher | Kamla Raj Enterprises (PUBLISHER) |
| DOI | 10.1080/0972639x.2013.11886671 |
| OpenAlex | W2187203953 |
| Language | EN |
| Citations received | 1 |
| References cited | 5 |
This article attempts to provide a nuanced understanding of the implications of policy requirements set at a national level for a particular student audience – namely teachers based in rural schools and studying through distance mode. Adopting a qualitative, hermeneutic process of enquiry, the article explores the synergy or lack thereof between the policy discourse and the lived experience of teacher students. The apparent disjuncture between decontextualized policy and actual experience suggests the need for an approach that engages and models rather than dictates and imposes. The paper concludes with some suggestions on how such an approach might be conceived
Mathematics education · Pedagogy · Policy development · Political science · Public relations · Qualitative research · Social science · Sociology · Computer Science · Education and Technology Integration · Education Systems and Policy · Global Educational Policies and Reforms · Psychology · Public Administration
| Citations per year | 0.1 |
|---|---|
| Citation span | 2016 - 2016 (1) |
| Highly cited | No |