Perspectives on pedagogy in teacher education: The case of Namibia |
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| Institution: | 2. Section of Cardiothoracic Surgery, Department of Surgery, New York Medical College, Valhalla, New York;1. The College of New Jersey, Department of Special Education, Language, and Literacy, 2000 Pennington Rd., Ewing, NJ 08628-0718, USA;2. University of Pennsylvania, Graduate School of Education, 3700 Walnut St., Philadelphia, PA 19104-6216, USA;1. Université du Québec à Montréal, Montréal, Québec, Canada;2. Atmospheric Numerical Weather Prediction Research, Environment Canada, Dorval, Canada;3. University at Albany, Albany, NY, USA;4. National Center for Atmospheric Research, Boulder, USA;5. University of Pécs, Faculty of Science, Szentagothai Research Center, Pécs, Hungary |
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| Abstract: | This paper examines the conceptualization of pedagogical practice in the reform of a teacher education program in Namibia. Through an analysis of the views of knowledge, learning and teaching presented in government policy statements for educational reform and in beliefs and concerns expressed by a group of teacher educators, the study explores the perspectives on pedagogy. The possible obstacles to a radical shift in practice are discussed in light of these perspectives and suggestions for scaffolding the reform are made. |
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