Presentation on theme: "Learning for a healthy life? Teacher Training Colleges in Kenya – from educational policies to everyday pratices A Post. Doc. Project in Education 2009-2011."— Presentation transcript:
Learning for a healthy life? Teacher Training Colleges in Kenya – from educational policies to everyday pratices A Post. Doc. Project in Education Kari K. B. Dahl
”Teacher Training Colleges in Kenya” Background for the study Aim & questions Ideas and suppositions about Kenyan educational system Theoretical frame Fieldwork/methodology
Background for the study (1) EFA (Jomtien 1990): Int. consented educational strategy at a political level. EFA has lead to shift in ed. strategies in many dev. countries. Some studies point at neg. consequences of implementing EFA in dev. countries (Samoff, Stambach, Fuller). But Dahl (2006) point at various & conflicting paradigms of ed., resulting in transform. of pol. & gov. visions at local level. At TTC, paradigms lead to subversion of the ultimate goal of pol. reform and individual emancipation, due to demands (from gov. & regulatory agencies) for certain structures, ”technologies” & practices – that make innovative teaching difficult.
Background for the study (2) Teachers develop a multitude of practices and teacher habitus during their work in schools (Dahl 2005). TTCs are institutions of critical importance to develop teachers’ competencies, and to implement ed. reforms & pol. ambitions in EFA. Research on role of TTC is sparce.
Aim 1.To investigate how TTC regulate the becoming of teachers and their HE competencies. 2.To investigate, to which extent TTCs are barriers for the implementation of EFA.
Kenyan education system: Opposing educational practices & logics Nationale intentioner Ministerier, offentlige institutioner, internationale donoragenturer, NGO’er* ”Demokrati” ”Barnets politiske rettigheder” Vestlige donoragenturer og bistandsprogrammer Formelle curriculum Læseplaner, undervisningsmaterialer, læreruddannelse, efteruddannelse ”Indlærings- og udviklingspsykologi” ”Det uskyldige, umodne og inkompetente barn” Ministerielle ledere, konsulenter og ressourcepersoner Institutionelle strukturer Lister, registre og logbøger over lærernes arbejde og elevernes præstationer, mærkedage, ”prisuddelinger” ”Bureaukrati” ”Det evaluerede og kontrollerede barn” Regionale og lokale uddannelsesledere, inspektions- og konsulentpersonel Skoleliv Faglighed, præstation, konkurrence, ressourcer, kompetencer ”Kompleks” ”Det assimilerede/akkommoderede barn” Lærere i grundskolen Hverdagsliv Moral, konvention, traditioner, myter, modernitet, religion, ressourcer, praksis ”Kollektiv” ”Det fælles barn” Landsbybeboere
Educational discourses 1.National intentions: Ministries, NGO’s, foreign development aid, Ideology : ”the Child’s political rights”, field: ”Democracy” 2.Formal curriculum: Syllabi, textbooks, teaching aids, teachers’ inservice training, Ideology ”the innocent, immature and incompetent Child”, field: ”Developmental psychology” 3.Institutional structures: Lists, registers, logbooks, and ”red- letter days” about teachers’ and pupils’ performances, Ideology: ”the evaluated and controlled Child”, field: ”Bureaucracy” 4.Everyday life: Moral, conventions, traditions, myths, resources, Ideology: ”The collective child”, field: ”Collective tradition”
Problem/subquestions How do different ambivalences & logics in EFA strike through/materialise at a TTC level? To which degree do TTCs function as institutional regulators for teacher training independent of national educational policies? (i.e. “what happens else at TTC”) What are the consequences of these ambivalences in EFA and regulations at TTC for the HE competencies, motivation and acknowledgement for teachers (of EFA)?
Aim: Empirical, theoretical & normative Empirically: - To uncover discoursive changes/effects of EFA at HE at TTC level. - To explore dynamics and effects of HE at TTC re. teacher students’ competencies. Theoretically: - To generate HE theory re. teacher training and impl. of EFA at TTC. Normatively: - To contribute to develop conducive HE structures, ”technologies” and practices, which will improve the quality of teachers’ HE competencies.
Central questions To which degree do TTCs support or inhibit the implementation of Education-for-All (EFA) regarding Health Education (HE)? To which degree do TTCs support or inhibit the development of health promoting teacher competencies and practices in the field of HE?
Opposing paradigms in EFA – transformation at a TTC level EFA-policy Administrative -bureaucratic logic Developmental Psychological- child oriented logic Political- normative logic TTC: Competencies & practices
Research components Bottom-up RC: A micro/meso-perspective on teacher students & trainers, understandings, opinions, competencies, ”forces”, structures etc. in the field. Top-down RC: A macro-perspective at EFA and pol. discourses , current pol. regulations & superior pol. frames
Theoretical frame – 4 cornerstones Theories of everyday life learning. Critical educational theory. Newer anthropological/social psychological theory about children, childhood and schooling. Research in professional and institutional pedagogy.
Methodology Fieldwork: Participant/non-part. Observations, interviews and FGDs with actors. Discourse analysis: Document analyses of policies/plans, central texts, textbooks, etc. Participatory action research (PAR): Implementation of a smaller HE-project to 2nd year class at TTC. Questionnaire to TTCs in Kenya.