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Sheehy, Kieron; Kasule, George Wilson and Chamberlain, Liz
(2021).
DOI: https://doi.org/10.1080/1034912X.2019.1699647
Abstract
There is a complementarity between Uganda’s aim for ‘education for all’ and the pedagogy indicated as underpinning Uganda’s child-focused thematic curriculum. However, child-focused pedagogies are rare. The case is made that child-led research is an appropriate model for developing inclusive classroom practice. This research is the first to consider the relationship between Ugandan teachers’ epistemological beliefs and child-led research. The findings from questionnaire responses of 187 teachers and educators challenge the argument that Ugandan teachers’ epistemological beliefs are the primary barrier to implementing child-focused pedagogies and indicate that a child-led research initiative would complement the epistemological beliefs of many teachers and offer a potential model for an inclusive pedagogical approach.
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About
- Item ORO ID
- 58296
- Item Type
- Journal Item
- ISSN
- 1465-346X
- Keywords
- teachers’ epistemological beliefs; Ugandan curriculum; child-led research; inclusive education; thematic curriculum; special educational needs; happiness; social constructivist pedagogy
- Academic Unit or School
-
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Childhood, Youth and Sport > Childhood and Youth
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Childhood, Youth and Sport
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
- Childhood Youth and Sport Group (CYSG)
- Copyright Holders
- © 2019 Informa UK Limited, trading as Taylor & Francis Group
- Depositing User
- Kieron Sheehy