Primary teachers' recontextualization of a curriculum innovation in Uganda

This study constructs an account of teachers' recontextualizations of the 'problem solving approach', a pedagogic approach prescribed for teaching primary school science by Uganda's official curriculum. It describes how sixteen teachers, located in eight primary schools, interpret and enact the pedagogic prescriptions of the problem solving approach. The study further explores the extent to which school contexts in which the teachers work influence their recontextualizing processes. The conceptual and analytical framework for the study draws on Basil Bernstein's theory of pedagogic discourse, extended with concepts from Paul Dowling's social activity.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2007

Author dc:creator

• Sikoyo, Leah Namarome

Advisors dc:contributor.advisor

• Jacklin, Heather
• Siebörger, Rob
• Oonyu, Joseph

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/8219

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/8219