Primary teachers' recontextualization of a curriculum innovation in Uganda

Simple item page
dc.contributor.advisorJacklin, Heatheren_ZA
dc.contributor.advisorSiebörger, Roben_ZA
dc.contributor.advisorOonyu, Josephen_ZA
dc.contributor.authorSikoyo, Leah Namaromeen_ZA
dc.date.accessioned2014-10-06T12:12:38Z
dc.date.available2014-10-06T12:12:38Z
dc.date.issued2007en_ZA
dc.descriptionIncludes bibliographical references (p. 280-295).en_ZA
dc.description.abstractThis 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.en_ZA
dc.identifier.apacitationSikoyo, L. N. (2007). <i>Primary teachers' recontextualization of a curriculum innovation in Uganda</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/8219en_ZA
dc.identifier.chicagocitationSikoyo, Leah Namarome. <i>"Primary teachers' recontextualization of a curriculum innovation in Uganda."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2007. http://hdl.handle.net/11427/8219en_ZA
dc.identifier.citationSikoyo, L. 2007. Primary teachers' recontextualization of a curriculum innovation in Uganda. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Sikoyo, Leah Namarome AB - 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. DA - 2007 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2007 T1 - Primary teachers' recontextualization of a curriculum innovation in Uganda TI - Primary teachers' recontextualization of a curriculum innovation in Uganda UR - http://hdl.handle.net/11427/8219 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8219
dc.identifier.vancouvercitationSikoyo LN. Primary teachers' recontextualization of a curriculum innovation in Uganda. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2007 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/8219en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titlePrimary teachers' recontextualization of a curriculum innovation in Ugandaen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
thesis_hum_2007_sikoyo_ln.pdf
Size:
16.82 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
PhD / Doctoral