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Primary teachers' recontextualization of a curriculum innovation in Uganda
Includes bibliographical references (p. 280-295).
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2014
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| _version_ | 1867614176457785344 |
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| access_status_str | Open Access |
| author | Sikoyo, Leah Namarome |
| author2 | Jacklin, Heather |
| author_browse | Jacklin, Heather Sikoyo, Leah Namarome |
| author_facet | Jacklin, Heather Sikoyo, Leah Namarome |
| author_sort | Sikoyo, Leah Namarome |
| collection | Thesis |
| description | Includes bibliographical references (p. 280-295). |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/8219 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:47:53.044Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/8219 Primary teachers' recontextualization of a curriculum innovation in Uganda Sikoyo, Leah Namarome Jacklin, Heather Siebörger, Rob Oonyu, Joseph Education Includes bibliographical references (p. 280-295). This study constructs an account of teachers' recontextualizations of the 'problem solving approach', a pedagogic approach prescribed for teaching primary school science by Uganda's official curriculum. It describes how sixteen teachers, located in eight primary schools, interpret and enact the pedagogic prescriptions of the problem solving approach. The study further explores the extent to which school contexts in which the teachers work influence their recontextualizing processes. The conceptual and analytical framework for the study draws on Basil Bernstein's theory of pedagogic discourse, extended with concepts from Paul Dowling's social activity. 2014-10-06T12:12:38Z 2014-10-06T12:12:38Z 2007 Doctoral Thesis Doctoral PhD http://hdl.handle.net/11427/8219 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Sikoyo, Leah Namarome Primary teachers' recontextualization of a curriculum innovation in Uganda |
| thesis_degree_str | Doctoral |
| title | Primary teachers' recontextualization of a curriculum innovation in Uganda |
| title_full | Primary teachers' recontextualization of a curriculum innovation in Uganda |
| title_fullStr | Primary teachers' recontextualization of a curriculum innovation in Uganda |
| title_full_unstemmed | Primary teachers' recontextualization of a curriculum innovation in Uganda |
| title_short | Primary teachers' recontextualization of a curriculum innovation in Uganda |
| title_sort | primary teachers recontextualization of a curriculum innovation in uganda |
| topic | Education |
| url | http://hdl.handle.net/11427/8219 |
| work_keys_str_mv | AT sikoyoleahnamarome primaryteachersrecontextualizationofacurriculuminnovationinuganda |