Teachers’ sense of self amid adaptation to educational reform

Teachers’ sense of self amid adaptation to educational reform

Author: 
Berg, G. van den
Publisher: 
Taylor & Francis
Date published: 
2014
Record type: 
Responsibility: 
S. Schulze jt.Author
Journal Title: 
Africa Education Review
Source: 
Africa Education Review, Vol. 11, Issue No.1, 2014, pp. 59-76
ISSN: 
1814-6627
Abstract: 

Education has been subject to a process of continuous educational reforms. The aim of this study was to explore teachers’ abilities to adapt to these reforms and to find out how this process of continual reform related to their identities as teachers. The study used a narrative research approach. The data for this research were based on the narratives of practising teachers registered for a postgraduate teacher education programme, and on interviews. Since change was a key concept, the theory of adaptive expertise was used to interpret the data. The study proposed a conceptual model that explained the relationship between teaching and the learning context, adaptive expertise and teacher identity in an ever-changing educational environment. The research pointed to some of the implications of a lack of consultation with teachers in the formulation of new policies, and recommended interventions with a view to developing adaptive expertise.

Language: 

CITATION: Berg, G. van den. Teachers’ sense of self amid adaptation to educational reform . : Taylor & Francis , 2014. Africa Education Review, Vol. 11, Issue No.1, 2014, pp. 59-76 - Available at: https://library.au.int/teachers’-sense-self-amid-adaptation-educational-reform-3