School Development Through Teacher Research

Description

School Development through Teacher Research � Lesson and Learning Studies in Sweden and Tanzania presents the results from a three-year-long joint research project conducted by educational researchers from Tanzania and Sweden. Even though the country contexts differ in social, economic as well as educational conditions, including teacher education and classroom standards, many recurrent education challenges are shared. These include the tendency to make educational reforms with little or no input from professionals. The new educational reforms in both countries put a much higher responsibility on teachers; teachers must be able to organise teaching that enables all students to develop required abilities/competencies. Thus, teachers need tools to develop knowledge that can contribute to their professional knowledge base. With an overall interest in issues of teaching and action research, this joint project aimed to use Lesson and Learning Study as models for developing and improving the quality of teaching and learning in schools. The research project was realised through four case studies in each country with a focus on students� development of specific capabilities and values Science, Vocational Skills/Home and Consumer Studies, English as second language and Mathematics in grades 6-7. Complementing the cases School Development through Teacher Research � Lesson and Learning Studies in Sweden and Tanzania offers an introductory background to Lesson and Learning Studies as models for teacher-driven research and school development. The book is written to support teachers and teacher educators� wishing to reflect about learning and the struggle of learners to discern various concepts, principles and practices. As well as those who genuinely wish to see serious learning take place, rather than simply seeing content �covered� � including curriculum designers and developers, educational researchers, educational supervisors and leaders and student-teachers as well as students of pedagogy and didactics. We dedicate the book to teacher educators, teachers and school leaders who are seriously striving to enhance students� learning and understanding in different subject areas.

Informations

• Publié par: Mkuki na Nyota Publishers
• Date de parution: 17 août 2018
• Nombre de lectures: 0
• EAN13: 9789987083909
• Langue: English
• Poids de l'ouvrage: 5 Mo

Extrait

Edited by Inger Eriksson & Kalafunja Osaki SCHOOL DEVELOP MENT THROUGH TEACHER RESEARCH

Lesson & Learning Studies in Sweden and Tanzania

Scoo Dévéopmén Hroûg Téacér Réŝéarc éŝŝon an éarnng Sûéŝ n Swéén an Tanzana

Eé  ïngér Erŝŝon & Kaaûnja Oŝa

PubLîshed by Mû na Noa Pûŝérŝ  P. O. Box  Dar éŝ Saaam, Tanzana www.mûnanoa.com

© ïngér Erŝŝon & Kaaûnja Oŝa, 

ïSBN ----

A rgŝ réŝérvé. No par o ŝ pûcaon ma é réproûcé, ŝoré n a réréva ŝŝém or ranŝmé n an orm or  an méanŝ, éécronc, mécanca, poocopng, récorng, or oérwŝé, woû é pror wrén pérmŝŝon o Mû na Noa Pûŝérŝ .

Vŝ www.mûnanoa.com o réa moré aoû an o pûrcaŝé an o Mû na Noa ooŝ. Yoû w aŝo In éaûré aûorŝ nérvéwŝ an néwŝ aoû oér pûŝér/aûor événŝ. Sgn ûp or oûr é-néwŝéérŝ or ûpaéŝ on néw rééaŝéŝ an oér annoûncéménŝ.

Dŝrûé worwé oûŝé Arca  Arcan Booŝ Coécvé. www.arcanooŝcoécvé.com

Contents

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vîî About te Autors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xî

PART ONE LESSON AND LEARNING STUDIES AS TOOLS FOR SCHOOL DEVELOPMENT IN TANZANIA AND SWEDEN

CHAPTER 1 Framîng te Researc Project  Background, Aîm and Project Descrîptîon ïnger Erîksson & Kaaunja Osakî. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 2 Lesson and Learnîng Study ïngrîd Cargren. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

CHAPTER 3 Exporîng Students’ Knowîng by Pre and PostTests în Lesson and Learnîng Studîes Vîveca Lîndberg, Åsa Hîrs & Andrew Bînde. . . . . . . . . . . . . . . . . . . . . . 

PART TWO LESSON AND/OR LEARNING STUDY IN TANZANIA AND SWEDEN

CHAPTER 4 Framîng te Cases  a System Leve Comparîson Gunîa Höjund & Noa Mana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .

CHAPTER 5 Framîng te Cases o Scîence în Tanzanîa and Sweden Gunîa Höjund, ïnger Erîksson & Kaaunja Osakî. . . . . . . . . . . . . . . . 

CHAPTER 5.1 he Tanzanîan Scîence Case: States o Matter Francîs Wîîam & Feso Beda Nguru . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

CHAPTER 5.2 he Swedîss Case: Wen Matter îs a Matter în a Learnîng Study Caroa Andersson & Jane Tuomînen ogeer wî Roger Axesson, Urîka Gusasson, Heen Karsson & Camîa. . . . . . . . . . . . . . . . . . . . 

CHAPTER 6 Framîng te Cases o Vocatîona Skîs versus Home and Consumer Studîes în Tanzanîa and în Sweden Gunîa Höjund, Vîveca Lîndberg & Kaaunja Osakî . . . . . . . . . . . . . .

CHAPTER 6.1 he Tanzanîan Vocatîona Skîs Case bakîng Bread Kaaunja Osakî & Fora Mbembe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

CHAPTER 6.2 he Swedîs Case  Coosîng and Usîng Kîtcen Utensîs Caroe Pardue, Eva Mårensson & Vîveca Lîndberg. . . . . . . . . . . . . . . . .

CHAPTER 7 Framîng te Cases o Engîs as a Second Language în Tanzanîa and Sweden Gunîa Höjund & Noa Mana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 7.1 he Tanzanîan Engîs Case: Learnîng to Use Reported Speec Noa Mana & Geofrey Murasî . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 7.2 he Swedîs Engîs Case: Unpackîng Instructîons  a Learnîng Study în Engîs Jessîca Berggren, Pernîa Kronesed, & Anna Pamer . . . . . . . . . . . . .

CHAPTER 8 Framîng te Cases în Matematîcs în Tanzanîa and Sweden Gunîa Höjund, ïnger Erîksson & Andrew Bînde . . . . . . . . . . . . . . . .

CHAPTER 8.1 he Tanzanîan Matematîcs Case: To Subtract and Add Fractîons wît Dîssîmîar Denomînators Ayoub Sanga & Andrew L. Bînde. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 8.2 he Swedîs Matematîcs Case: Learnîng to See Fractîons as Numbers on te Number Lîne Sara Fransson, Krîsîna Feenîus, Crîsîna Lîdgren, Per Wesîn & ïnger Erîksson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PART THREE LESSON AND LEARNING STUDIES AS A TOOL FOR SCHOOL DEVELOPMENT – LESSON LEARNT

CHAPTER 9 Two MetaStudîes o Scoo Deveopment în te Partîcîpatîng Scoos Gunîa Höjund & ïnger Erîksson. . . . . . . . . . . . . . . . . . . . . . . . . . . . ..

CHAPTER 9.1 A Tanzanîan Metastudy o Partîcîpatîng Scoos Noa Mana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 9.2 A Swedîs Metastudy o Partîcîpatîng Scoos Åsa Hîrs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 10 Teacer Owned Scoo Deveopment  Possîbîîtîes and Constraînts ïnger Erîksson & Kaaunja Osakî. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Foreword

Hé orgnaon o ŝ projéc éŝ w Dr Gûna öjûn, wo ŝncé é égnnng o é ŝ aŝ één nvové n férén coopéravé projécŝ éwéén réŝéarcérŝ n Tanzana an Swéén. Hanŝ o ér éxpéréncéŝ an connéconŝ o férén réŝéarcérŝ a é Unvérŝ o Dooma (UDOM), an ér néréŝ n ŝcoo évéopmén, é Tanzanan-Swéŝ réŝéarc éam waŝ roûg ogéér. Hé Swéŝ éam, rom Socom Unvérŝ (SU), an éŝpéca Proéŝŝor ïngr Cargrén, avé ŝncé é égnnng o  woré w é moéŝ o éŝŝon an éarnng Sûéŝ (S) an Proéŝŝor Kaaûnja Oŝa wo aŝ éxpéréncé o éŝŝon Sû aŝ par o ŝ coaoraon w réŝéarcérŝ n Japan. Fûrér, é Swéŝ govérnmén aŝ a ong raon o ûnng coaoraon w réŝéarcéŝ n Tanzana. Proéŝŝor Oŝa an ï maé an appcaon o é Swéŝ réŝéarc program, Réŝéarc nŝ, rûn  é Swéŝ Coûnc or Réŝéarc on éa o é Swéŝ Aûor or Dévéopmén Coopéraon. Hé appcaon waŝ apprové n Novémér . Hé oûnng wé go covéré éxpénŝéŝ or ravéŝ an mééngŝ o é ûŝé ovér é péro  o . Hé éa or é propoŝé projéc waŝ o ûŝé éŝŝon an/or éarnng Sûaŝamoéorréŝéarcaŝéŝcooévéopmén.Ormoréprécŝé, aŝ moéŝ o énancé éacng -éarnng n réaon o férén ŝûjécŝ. Hé projéc waŝ cénré on oca caŝéŝ n oûr férén ŝûjéc aréaŝ n é réŝpécvé coûnréŝ. ïn Tanzana é oûr caŝéŝ wéré conûcé wn é éŝaŝé coopéraon éwéén UDOM an ŝngé mûncpa prmar ŝcooŝ, an n Swéén wn é éŝaŝé coopéraon éwéén é SU an ŝcooŝ n é mûncpaéŝ n é Socom aréa.

v

Hé réŝéarc groûp a UDOM conŝŝé o Proéŝŝor Kaaûnja Oŝa1 (co-projéc éaér), Dr Anréw Bné, Dr Noa Mana2 an Dr Francŝ Wam. A Tanzanan réŝéarcérŝ a a poŝon a UDOM wén é projéc ŝaré. Hé réŝéarc groûp rom SU conŝŝé rom é ŝar o oûr réŝéarcérŝ: Proéŝŝor ïngér Erŝŝon (co-projéc éaér), Proéŝŝor ïngr Cargrén, Dr Gûna öjûn an Dr Vvéca nérg3. Dûrng é ŝécon éar o é projéc Dr Åŝa rŝ4 rom Jönöpng Unvérŝ joné é Swéŝ réŝéarc groûp. ïn Tanzana oûr poŝgraûaé-ŝûénŝ wéré énroé aŝ réŝéarc aŝŝŝanŝ o ûncon aŝ ménorŝ o é éacérŝ n é oûr ŝcooŝ. ïn é Scéncé caŝé PD ŝûén Féŝo Ngûrû parcpaé, n é Maémacŝ caŝé PD ŝûén Aoû Sanga parcpaé, n é cooér caŝé MA. Fora Mémé parcpaé an n é Engŝ caŝé PD ŝûén Géofré Mûraŝ parcpaé. ïn Swéén oné o é réŝéarcérŝ or a réŝéarc aŝŝŝan ŝûpporé é parcpang éacérŝ o éac caŝé an aŝo ŝûpporé é éacérŝ n wrng é caŝéŝ. Two PD ŝûénŝ Caroa Anérŝŝon an Jané Tûomnén Inancé  é oca amnŝravé aûor, Norräjé Mûncpa ŝûpporé é Scéncé caŝé. Proéŝŝor Erŝŝon ŝûpporé é Maémacŝ caŝé an Dr nérg ŝûpporé é cooér caŝé. PD ŝûén Jéŝŝca Bérggrén, Inancé  é oca amnŝravé aûor C o Socom, ŝûpporé é Engŝ caŝé. Tabe 1. Partîcîpatîng Scoos, Teacers and heîr Mentors în Respectîve Country Country Scoo Grade/ Partîcîpatîng teacers Tutor students Scéncé Tanzana Kaoén / Mŝ ïréné Maûé, Dr Francŝ Prmar ŝûénŝ Mŝ Mar Cgarûa, Wam & Scoo Mŝ Jocé ïanga, Féŝo Ngûrû Mr Zépana ïŝŝac (PD ŝûén) an Mŝ Domnaa Bénjamn Swéén aŝa  & /  Mr Rogér Axéŝŝon, Caroa Prmar ŝûénŝ Mŝ Ura Gûŝaŝŝon, Anérŝŝon Scoo Mŝ één Karŝŝon, (PD ŝûén) Mŝ Cama Wéér & Jané Tûomnén (PD ŝûén)

1 Proessor Osakî as moved o S Augusîne Unîversîy o Tanzanîa. 2 Durîng e projec Dr Mana go a posîîon a Jordan Unîversîy Coege în Morogoro, în Tanzanîa. 3 Today Dr Lîndberg as a posîîon a e Unîversîy o Goenburg. 4 Today Dr Hîrs as a posîîon a e Unîversîy o Goenburg.

Country

Maémacŝ Tanzana

Cooér/ omé an Conŝûmér Sûéŝ

Engŝ

Swéén

Tanzana

Swéén

Tanzana

Swéén

Scoo

Maoé Prmar Scoo

Na Eéménar Prmar Scoo Maûû Prmar Scoo

Mara Prmar Scoo & SoIa Prmar Scoo Mnaan Prmar Scoo

äŝŝégår Prmar Scoo

Grade/ students / ŝûénŝ

/ ŝûénŝ

/ ŝûénŝ

/ ŝûénŝ

/ ŝûénŝ

 / ŝûénŝ

Partîcîpatîng teacers

Mŝ appnéŝŝ Sam, Mr Aoû Sé; Mŝ Ro Namanga; Mŝ ïgnaŝa Maŝné. Mŝ Krŝna Enér, Mŝ Sara Franŝŝon, Mŝ Crŝna grén, Mr Pér Wéŝn Mr Jacŝon améc, Mŝ één Bûnnga, Mŝ Namono Wanjara, Mŝ aa Cûwûra Mŝ Caroé Parûé & Mŝ Eva Mårénŝŝon

Mŝ Nééma Sémangaré, Mŝ Rééma Nûngû, Mŝ Aŝa Ramaan

Mŝ ééna éqvŝ, Mŝ Anna åanŝŝon, Mŝ Pérna Kronéŝé, Mŝ Anna Pamér

Tutor

x

Dr Anréw Bné & Aoû Sanga (PD ŝûén) Pro. ïngér Erŝŝon

Pro. Kaaûnja Oŝa & Fora Mémé (MA ŝûén) Dr Vvéca nérg

Dr Noa Mana & Géofré Mûraŝ (PD ŝûén) Jéŝŝca Bérggrén (PD ŝûén)

ïn é oowng, é projéc, an éŝpéca é ég caŝéŝ, w é préŝéné. ïn orér o ramé é caŝéŝ, aŝ an nroûcon, a acgroûn an é moéŝ o éŝŝon an éarnng Sû (S) aré gvén. Aŝ éorŝ wé wan o éxpréŝŝ oûr graûé o Dr Gûna öjûn an Proéŝŝor ïngr Cargrén’ŝ or pérŝŝén wor w é manûŝcrp; réang, corrécng an comménng on éac capér répéaé méŝ. Wé wan o aréŝŝ a ŝpéca an oû o parcpang éacérŝ an ménorŝ o é réŝéarc groûp (ŝéé Taé  aové). Woû oûr wor é woé projéc woû no avé één poŝŝé, é caŝéŝ woû no avé één wrén an ŝ oo woû no avé réacé é réaérŝ. Hŝ oo ŝ wrén o ŝûppor éacérŝ an oér éûcaorŝ’ wŝng o réléc aoû éarnng an é ŝrûggé o éarnérŝ o ŝcérn varoûŝ concépŝ, prncpéŝ an praccéŝ, aŝ wé aŝ oŝé wo génûné wŝ o ŝéé éarnng aé pacé, raér an ŝmp ŝééng conén ‘covéré’ – ncûng éacér éûcaorŝ, cûrrcûûm évéopérŝ, éûcaona réŝéarcérŝ, an ŝûénŝ o péagog an accŝ. Wé écaé ŝ