Год выпуска: 2010 Автор: Ibro Chekaraou Издательство: LAP Lambert Academic Publishing Страниц: 372 ISBN: 9783838307039
Описание
This book is based on a study investigating teachers’ appropriation of a bilingual educational reform policy in two Hausa-French elementary schools in Niger. Results indicated that all teachers appropriated both the content and pedagogical knowledge albeit by degrees. Teachers’ application of the two types of knowledge led to a “democratic” atmosphere in classrooms, a skillful use of pedagogical content knowledge, as well as active instruction and teacher-student interactions. Despite the official claims that all learning emphasized pupils’ immediate environment due to use of Hausa, the native language as a medium of instruction, there was no indication of exclusive use of endogenous knowledge in content instruction. However, classroom interactions increased while Hausa appeared as a mediating tool even in teaching French. Tensions emerged between the curriculum goal of teaching children to be individually responsible for learning and that of emphasizing cultural values of shared...
