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Understanding teachers’ working experiences: capturing data on teachers as professionals, learners and change-makers in low resource contexts

Moore, Rhiannon; Buckler, Alison; Addae-Kyeremeh, Eric; Singh, Renu; Rossiter, Jack and High, Chris (2017). Understanding teachers’ working experiences: capturing data on teachers as professionals, learners and change-makers in low resource contexts. In: Young Lives and RITES (OU) symposium, 5-7 Sep 2017, Oxford, UK.

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Abstract

When we picture a school, many of us will see a teacher, standing at the front of a classroom. When our children are at school, it’s their teachers we turn to with concerns. When we think back to our own school days, we think fondly about our favourite teachers, those who really stood out. Teachers have always been at the heart of education, at least in the popular imagination. It is particularly odd, then, that in much of the education research and policy discourse in low-income countries over the past 20 years teachers have been side-lined and presented as passive, generic (and often negative) inputs. While children’s engagement with education systems is increasingly framed in constructivist terms, with much attention given to the interrelation between their ideas and their experiences, these terms have been far less evident in research and policy around teachers’ engagement with these same systems.

Item Type: Conference or Workshop Item
Copyright Holders: 2017 The Authors
Extra Information: Held at the UKFIET 2017 Conference
Learning and Teaching for Sustainable Development: Curriculum, Cognition and Context
5 – 7 September 2017
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Research Group: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 52970
Depositing User: Eric Addae-Kyeremeh
Date Deposited: 25 Jan 2018 12:53
Last Modified: 02 May 2019 16:57
URI: http://oro.open.ac.uk/id/eprint/52970
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