LEADER 05731nam 2200709 a 450 001 9910438357303321 005 20200520144314.0 010 $a94-6209-223-0 010 $a94-6209-224-9 024 7 $a10.1007/978-94-6209-224-2 035 $a(CKB)2550000001169592 035 $a(EBL)3034853 035 $a(SSID)ssj0000936142 035 $a(PQKBManifestationID)11507558 035 $a(PQKBTitleCode)TC0000936142 035 $a(PQKBWorkID)10961240 035 $a(PQKB)11333780 035 $a(DE-He213)978-94-6209-224-2 035 $a(MiAaPQ)EBC1317407 035 $a(MiAaPQ)EBC3034853 035 $a(OCoLC)849513540 035 $a(nllekb)BRILL9789462092242 035 $a(Au-PeEL)EBL3034853 035 $a(CaPaEBR)ebr10721214 035 $a(CaONFJC)MIL551508 035 $a(OCoLC)923694195 035 $a(PPN)170495337 035 $a(EXLCZ)992550000001169592 100 $a20130625d2013 uy 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aTeaching in tension $einternational pedagogies, national policies, and teachers' practices in Tanzania /$fedited by Frances Vavrus and Lesley Bartlett 205 $a1st ed. 2013. 210 $aRotterdam $cSense Publishers$d2013 215 $a1 online resource (216 pages) 225 1 $aPittsburgh studies in comparative and international education ;$vv. 2 300 $aDescription based upon print version of record. 311 $a94-6209-222-2 311 $a1-306-20257-4 320 $aIncludes bibliographical references and index. 327 $aPreliminary Material /$rFrances Vavrus and Lesley Bartlett -- Introduction /$rFrances Vavrus , Lesley Bartlett and Victorini Salema -- The Emergence of an International Teacher Education and Research Collaboration /$rFrances Vavrus -- Learning to Teach in Tanzania /$rMaria Jose Bermeo , Zikani Kaunda and Dorothy Ngarina -- Teachers? Understandings and Implementation of Learner-Centered Pedagogy /$rLesley Bartlett and Emmanuel Mogusu -- Working Lives of Teachers /$rFrances Vavrus and Victorini Salema -- Testing and Teaching /$rLesley Bartlett and Frances Vavrus -- Teachers? Conceptualizations and Practices of Inclusion /$rAllen Rugambwa and Matthew A. M. Thomas -- Gendered Aspects of Classroom Practice /$rMatthew A. M. Thomas and Allen Rugambwa -- Classroom Discourse /$rTamara Webb and Sarah Mkongo -- International Collaboration /$rLesley Bartlett , Maria Jose Bermeo , Theresia Boniface , Emmanuel Mogusu , Dorothy Ngarina , Allen Rugambwa , Victorini Salema , Matthew A. M. Thomas , Frances Vavrus and Tamara Webb -- Notes on Contributors /$rFrances Vavrus and Lesley Bartlett -- Index /$rFrances Vavrus and Lesley Bartlett. 330 $aIn recent years, international efforts to improve educational quality in sub-Saharan Africa have focused on promoting learner-centered pedagogy. However, it has not fl ourished for cultural, economic, and political reasons that often go unrecognized by development organizations and policymakers. This edited volume draws on a long-term collaboration between African and American educational researchers in addressing critical questions regarding how teachers in one African country?Tanzania?conceptualize learner-centered pedagogy and struggle to implement it under challenging material conditions. One chapter considers how international support for learner-centered pedagogy has infl uenced national policies. Subsequent chapters utilize qualitative data from classroom observations, interviews, and focus group discussions across six Tanzanian secondary schools to examine how such policies shape local practices of professional development, inclusion, gender, and classroom discourse. In addition, the volume presents an analysis of the benefi ts and challenges of international research between Tanzanian and U.S. scholars, illuminating the complexity of collaboration as it simultaneously presents the outcome of joint research on teachers? beliefs and practices. The chapters conclude with questions for discussion that can be used in courses on international development, social policy, and teacher education. ?This volume, written by a multi-national team of scholar-practitioners, makes an important contribution to our understanding of learner-centered teaching and collaborative educational research. Based on an intensive investigation in Tanzania of a professional development program and teachers? efforts to conceptualize and implement a globally-promoted pedagogical approach, the authors illustrate ? and critically analyze ? how these practices are enabled and constrained by cultural lenses, power relations, and material conditions. Importantly, they also examine refl exively how cultural, power, and resource issues shaped their struggle to engage in a collective praxis of qualitative inquiry. The tensions referenced in the title sparked valuable insights, which will be useful to educators, researchers, and policy makers.? ? Mark Ginsburg, FHI 360 and Teachers College, Columbia University. 410 0$aPittsburgh studies in comparative and international education ;$v2. 606 $aEducation$zTanzania 606 $aEducation and state$zTanzania 606 $aMulticultural education$zTanzania 615 0$aEducation 615 0$aEducation and state 615 0$aMulticultural education 676 $a370 701 $aVavrus$b Frances$0866895 701 $aBartlett$b Lesley$0866894 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910438357303321 996 $aTeaching in tension$92474694 997 $aUNINA