Teacher Voice in Global Conversations around Education Access, Equity, and Quality

Gozali, Charlina; Thrush, Elizabeth; Soto-Peña, Michelle; Whang, Christine; Luschei, Thomas F.

doi:10.18275/fire201704011107

Cited by 11 publications

(6 citation statements)

References 29 publications

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“…In addition, the perspective of the pre-service teachers needs to be included, as too often the voices of curriculum implementers, policymakers and higher education programme designers are acknowledged whilst the voices of pre-service teachers are overlooked (Gozali et al 2017). Mannathoko (2013) has also asserted that teaching practice can be a frustrating and challenging experience if the preservice teachers are not efficiently and adequately prepared.…”

Section: Presently Several South African Universities Engage In Earlymentioning

confidence: 99%

Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice

Arasomwan

Mashiya

2021

South African Journal of Childhood Education

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Background: In South Africa socio-economic problems such as poor health conditions, juvenile delinquency, high rates of school dropout and teenage pregnancy are increasing. Therefore, it is vital to prepare foundation phase (FP) pre-service teachers to fortify children with basic life skills (LS) that will help them to cope with real-world challenges and demands.Aim: The study is aimed to explore the experiences of pre-service FPLS teachers during their teaching practice.Setting: This qualitative case study was conducted in the FP department of a teacher-training institution at a South African university.Methods: Twenty final-year pre-service teachers were purposively selected to participate in semi-structured interviews and reflective writing exercises. Thematic analysis was used to analyse the data, and the classification of the emerging themes was informed by Vygotsky’s sociocultural theory.Results: The findings revealed pre-service teachers’ experience of support from mentors, a struggle with implementation of FP curriculum, realities of classroom interaction, inefficient language of interaction for the FP classroom, and a lack of awareness of the importance of LS as a subject.Conclusion: The study argues that to improve the pedagogy of future LS teachers, a review and reform of the LS teacher-training curriculum are necessary. This curriculum needs to provide more extensive micro-teaching that promotes teachers’ general proficiency in the home languages of their learners and equips them with effective teaching strategies. The implementation of the LS curriculum needs to be regularly evaluated to ensure that these skills are imparted to young learners for their individual benefit and for the benefit of society.

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Section: Presently Several South African Universities Engage In Earlymentioning

confidence: 99%

Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice

Arasomwan

Mashiya

2021

South African Journal of Childhood Education

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“…The meaning of ‘education for all’ : shifting since 1990 to treating education solely as schooling (and prioritising targets for primary schools), and changing the meaning of ‘for all’, “from encompassing all countries to developing countries only; from ‘all’ to children only; and from being a responsibility of all members of the international community to being a responsibility of governments to their citizens alone” ( Faul, 2014 : 13–14; Gozali et al ., 2017 : 36).…”

Section: Resultsmentioning

confidence: 99%

The future of education equity policy in a COVID-19 world: a qualitative systematic review of lessons from education policymaking

Cairney¹,

Kippin²

2022

Open Res Europe

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Background: COVID-19 had a major global impact on education, prompting concerns about its unequal effects and some impetus to reboot equity strategies. Yet, policy processes exhibit major gaps between such expectations and outcomes, and similar inequalities endured for decades before the pandemic. Our objective is to establish how education researchers, drawing on policy concepts and theories, explain and seek to address this problem. Methods: A qualitative systematic review (2020-21), to identify peer reviewed research and commentary articles on education, equity, and policymaking, in specialist and general databases (ERIC, Web of Science, Scopus, Cochrane/ Social Systems Evidence). We did not apply additional quality measures. We used an immersive and inductive approach to identify key themes. We use these texts to produce a general narrative and explore how policy theory articles inform it. Results: 140 texts (109 articles included; 31 texts snowballed) provide a non-trivial reference to policymaking. Limiting inclusion to English-language produced a bias towards Global North articles. Our comparison with a review of health equity research highlights distinctive elements in education. First, education equity is ambiguous and contested, with no settled global definition or agenda (although some countries and international organisations have disproportionate influence). Second, researchers critique ‘neoliberal’ approaches that dominate policymaking at the expense of ‘social justice’. Third, more studies provide ‘bottom-up’ analysis of ‘implementation gaps’. Fourth, more studies relate inequity to ineffective policymaking to address marginalised groups. Conclusions: Few studies use policy theories to explain policymaking, but there is an education-specific literature performing a similar role. Compared to health research, there is more use of critical policy analysis to reflect on power and less focus on technical design issues. There is high certainty that current neoliberal policies are failing, but low certainty about how to challenge them successfully.

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“…Additionally, the participants made use of DAP without acknowledging it as a governing discourse of the Department of Education’s policy. This selectivity raises a question: When teachers’ lived experiences tend to be marginalized by centralized policymaking (Gozali et al, 2017), how are teachers selecting, valuing, and using specific policy materials? While these case studies offer a glimpse into teachers’ use of policy, future research might examine the ways in which policies are adapted and used by teachers.…”

Section: Discussionmentioning

confidence: 99%

Navigating the policy directive of child autonomy in universal pre-kindergarten practice

Luna

Grey

2018

Contemporary Issues in Early Childhood

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Drawing on case-study data, this inquiry explores the lived experiences of four universal pre-kindergarten teachers to address the question: How do practitioners narratively interpret a local school district policy directive of child autonomy, use their professional capacities to reconstruct the directive to address diverse students’ needs, and then implement or instruct their reconfigurations of autonomy in context-specific ways? By examining the tensions between policy and locally embodied practice, teachers’ voices shed light on professional struggles within large universal pre-kindergarten programs, and offer possibilities for reconceptualizing and enacting policy directives at the community level.

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Teacher Voice in Global Conversations around Education Access, Equity, and Quality

Cited by 11 publications

References 29 publications

Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice

Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice

The future of education equity policy in a COVID-19 world: a qualitative systematic review of lessons from education policymaking

Navigating the policy directive of child autonomy in universal pre-kindergarten practice

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