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dc.contributor.authorTonkyn, Paul
dc.date.accessioned2017-06-19T09:53:11Z
dc.date.available2017-06-19T09:53:11Z
dc.date.issued2017
dc.identifier.otheroai:jykdok.linneanet.fi:1703906
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/54553
dc.description.abstractAccording to Serbessa (2006) there is a tension between Western pedagogy, in particular child-centred learning, and traditional Ethiopian approaches to teaching. In this study, this tension is examined through the teaching methods used and the resources teachers have at their disposal. The teachers are herein viewed as curriculum leaders, contrasting with the preconception that managers are leaders of a curriculum (Hannay & Seller, 1991). By adopting the educator’s perspective, leadership will be explored from the position of how teachers apply the English syllabus under a curriculum demanding child-centred learning, when teaching English in a state and private international school. Comparisons were made between schools, though mainly overall findings were collected as a phenomena-based inquiry through interviews conducted with 10 teachers, 5 from a state school and 5 from a private school. Richards’ (2013) definitions of forward, backward and central design are considered in the context of the Ethiopian classroom from previous research and from interview responses. Also, the overall purpose of studying English was examined as an influencing factor on the way in which English is taught in primary school. This addresses the need for English academically and vocationally as well as its use as a medium of instruction in high school. Interviews revealed the various pressures on teachers from the perspectives of the purpose of English teaching and the expected methods of instruction against the available resources. The overall implications deal with how curriculum leaders within the school could implement strategies to deal with the various pressures associated with limited resources and the demands regarding the method of teaching as well as what the English language syllabus should provide.en
dc.format.extent1 verkkoaineisto (89 sivua)
dc.language.isoeng
dc.rightsJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rightsThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.subject.otherAddis Ababa
dc.subject.otherEthiopia
dc.subject.otherpublic school
dc.subject.otherprivate school
dc.subject.otherresources
dc.subject.otherinterviews
dc.subject.othercurriculum design
dc.subject.otherEnglish language
dc.titleChild-centred curriculum leadership for the subject of English in Ethiopian primary schools
dc.identifier.urnURN:NBN:fi:jyu-201706192944
dc.type.ontasotPro gradufi
dc.type.ontasotMaster's thesisen
dc.contributor.tiedekuntaKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.tiedekuntaFaculty of Education and Psychologyen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiaineMaster's Degree Programme in Educational Leadershipfi
dc.contributor.oppiaineMaster's Degree Programme in Educational Leadershipen
dc.date.updated2017-06-19T09:53:11Z
dc.rights.accesslevelopenAccessfi
dc.contributor.oppiainekoodi105
dc.subject.ysoenglannin kieli
dc.subject.ysokoulut
dc.subject.ysoyksityiskoulut
dc.subject.ysoopetussuunnitelmat
dc.subject.ysoresurssit
dc.subject.ysoEtiopia


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