Teacher education reform: Toward reflective practice

Democratic Teacher Education Reform in Africa: The Case of Namibia

Volumn , Issue , 2019, Pages 29-46

  Swarts, Patti ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85081315919     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780429045707-3     Document Type: Chapter

References (37)

1. Amukugo, Elisabeth M. 1993. Education and Politics in Namibia: Past Trends and Future Prospect., Windhoek: Gamsberg Macmillan.
2. Andersson, Inger; Callewaert, Staf; and Kallos, Daniel. 1991. “Teacher Education Reform for Namibia.” Report submitted to the Ministry of Education, Culture, Youth and Sport. University of UmeJ and University of Copenhagen.
3. Avenstrup, Roger and Swarts, Patti. 1992. “We, the People of Namibia.” Paper presented at the Comparative Education Conference, Nov. 1992, University of Oslo.
4. Beare, Hedler and Slaughter, Richard. 1993. Education for the Twenty-First Century, London: Routledge.
5. Bennett, Neville. 1995. Managing Professional Teachers: Middle Management in Primary and Secondary Schools. London: Paul Chapman Publishing Ltd.
6. Bernstein, Basil. 1971. On the Classification and Framing of Educational Knowledge. In M.F. Young, ed., Knowledge and Control. New York: Collier-MacMillan.
7. Brubacher, John W.; Case, Clarks W.; and Reagan, Timothy G. 1994. Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools. Thousand Oaks, CA: Corwin Press Inc.
8. Calderhead, James and Gates, Peter, eds., 1993. Conceptualizing Reflection in Teacher Developmen. London: Falmer Press.
9. Cohen, Cynthia. 1994. Administering Education in Namibia: The Colonial Period to the Present. Windhoek: Namibia Scientific Society.
10. Cole, Ardra L. 1997. “Impediments to Reflective Practice: Toward a New Agenda for Research on Teaching.” In Teachers and Teaching: Theory and Practice, 3(1), 7-23.
11. Dahlstrom, Lars. 1995. “Teacher Education for Independent Namibia; From the liberation Struggle to a National Agenda.” Journal of Education for Teaching, 21(3), 273-288.
12. Dalin, Peter and Rust, Val D. 1996. Toward Schooling for the Twenty-First Century. London: Cassell.
13. Dewey, John. 1933. How We Think, Boston: D.C. Heath and Co.
14. Diallo, Garba. 1994. “Indigenous Forms of Learning in West Africa, The case of Mauritania.” In Birgit Brock-Utne, ed., Indigenous Forms of Learning in Africa, Report 7, Institute for Educational Research, University of Oslo.
15. Donald, David, Lazarus, Sandy and Lolwana, Peliwe. 1997. Educational Psychology in Social Context: Challenges of Development, Social Issues, and Special Need in Southern Africa. Cape Town: Oxford University Press.
16. Education Committee. 1985. Recommendations for a National Education Policy: Objectives and Strategies. Windhoek: Ministry of Education and Culture.
17. Ellis, Justin. 1984. Education, Repression and Liberation: Namibia. London: Catholic Institute for International Relations and World University Service.
18. Etheridge, Carol P. 1989. “Acquiring the Teaching Culture: How Beginners Embrace Practices Different from University Teachings.” In Qualitative Studies in Education, 2(4), 299-313.
19. Fullan, Michael. 1991. The New Meaning of Educational Change. London: Cassell.
20. Halls, Wilfred Douglas. 1990. Comparative Education: Contemporary Issues and Trends. London/Paris: UNESCO.
21. Hargreaves, Andrew. 1994. Changing Teachers, Changing Times. London: Cassell.
22. Hargreaves, Andrew and Fullan, Michael G., eds. 1992. Understanding Teacher Development. London: Cassell and Teachers College Press.
23. Holly, Mary L. and McLoughlin, Caven 1989. Perspectives on Teacher Professional Development. London: Falmer.
24. Jones, Pip. 1993. Studying Society: Sociological Theories and Research Practices. London: Collins Educational.
25. Keynan, Hassan. 1994. “Notes on Indigenous Education in Somalia.” In Birgit Brock-Utne. ed., Indigenous Forms of Learning in Africa, Report 7, Institute for Educational Research, University of Oslo.
26. McLaughlin, Milbry and Oberman, Ida. 1996. Teacher Learning: New Policies and Practices. New York: Teachers College Press.
27. Ministry of Basic Education and Culture and Ministry of Higher Education, Vocational Training, Science and Technology. 1998. Broad Curriculum for the Basic Education Teacher Diploma. NIED, Okahandja.
28. Ministry of Education and Culture. 1993. Toward Education for All: A Development Brief for Education, Culture and Training. Windhoek: Gamsberg Macmillan.
29. Pollard, Andrew, ed. 1996. Readings for Reflective Teaching in the Primary School. London: Cassell.
30. Salter, Brian and Tapper, Ted. 1981. Education, Politics and the State: The Theory and Practice of Educational Change. London: Grant McIntyre.
31. Schon, Donald. 1983. The Reflective Practitioner. New York: Basic Books.
32. Schon, Donald. 1987. Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
33. Snyder, Conrad W., ed. 1991. Consultation as Change Etosha Conference: Toward Basic Education Change. Tallahasee, FL: Florida State University.
34. Swarts, Patti S. 1998. The Transformation of Teacher Education in Namibia: The Development of Reflective Practice. PhD. Thesis, Oxford Brookes University.
35. Weatherly, Richard and Lipsky, Martin. 1977. “Street-Level Bureaucrats Institutional Information: Implementing Special Education Reform.” In Harvard Educational Review 47, 171-197.
36. Zeichner, Kenneth M. 1994. “Research on Teacher Thinking and Different Views on Reflective Practice in Teaching and Teacher Education.” In I. Carlgren, G. Handal and S. Vaage. eds., Teachers’ Thinking and Practice, London: Falmer.
37. Zeichner, Kenneth M. 1996. Teachers as Reflective Practitioners and the Democratization of School Reform. In K. Zeichner et al, Currents of Reform in PreService Teacher Education. New York: Teachers College Press.