Dart, Gareth (2012) Challenges Facing Pupils and Staff at Botswana Community Junior Secondary: Schools The Student Teachers’ Perspective. In: Advances in Research and Praxis in Special Education in Africa, Caribbean and the Middle East. InfoAge Publishing, University of Alabama, pp. 37-53. ISBN Paperback 978-1-61735-771-8 Hardcover 978-1-61735-772-5 eBook 978-1-61735-773-2
Text (An analysis of teaching and learning challenges facing junior school communities in Botswana. )
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After a brief discussion of the Botswana context, this chapter analyses data gathered from pre-service teachers on teaching practice in Botswana junior secondary schools (JSS) as part of their teaching practice assignment for their Special Needs Education course at Molepolole College of Education (MCE), a college of education found 60km outside of the capital city, Gaborone. The assignment guides the pre-service teachers in considering the support needs of their classes and of particular individuals in those classes, as well as an examination of the response of the school to these children in terms of attitudes, methods, resources, structures and policies. This chapter draws upon their collective feedback and analyzes it using quantitative and qualitative methods in order to give an overview of the sorts of challenges to teaching and learning that exist in Botswana JSS’s which operate in a policy framework that is broadly aimed at being inclusive. Issues around identification, teacher attitude, skills and knowledge, and the importance of taking into account cultural contexts are highlighted.
|Item Type:||Book Section|
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|Uncontrolled Keywords:||Junior Secondary Schools, Botswana, teaching, learning|
|Subjects:||L Education > LB Theory and practice of education|
|Divisions:||Academic Departments > Institute of Education|
|Depositing User:||Gareth Dart|
|Date Deposited:||09 Sep 2011 07:47|
|Last Modified:||26 Nov 2013 13:55|
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