NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ605807
Record Type: Journal
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0951-8398
Teachers' Perspectives on Classroom Practice in Botswana: Implications for Pedagogical Change.
Tabulawa, Richard
International Journal of Qualitative Studies in Education, v11 n2 p249-68 Apr-Jun 1998
Explores the assumptions held by geography teachers in Botswana about school knowledge, the goals of teaching and learning, their perceptions of students, and the ways the teachers assumptions impact their classroom knowledge and techniques. Indicates that their assumptions were incongruent with learner-centered practices and discusses the implications for educational change. (CMK)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Botswana