NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ797442
Record Type: Journal
Publication Date: 2008-Sep
Pages: 12
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0738-0593
Capturing the "Differance": Primary School Teacher Identity in Tanzania
Barrett, Angeline M.
International Journal of Educational Development, v28 n5 p496-507 Sep 2008
Research into teacher identity can generate insights into how teachers contribute and respond to change. Researchers face the challenge of representing findings that are useful at the policy level but do not essentialise the collective identity of a diverse occupational group. This article represents the findings of a study of primary school teachers in Tanzania in a way that recognises continuity over time. The relationship between practice and identity is explored and implications are drawn for the introduction of educational innovation. (Contains 1 figure and 2 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tanzania