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dc.contributor.authorSafeh, Paschal
dc.date.accessioned2019-07-02T07:52:32Z
dc.date.available2019-07-02T07:52:32Z
dc.date.issued2019
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/64953
dc.description.abstractThe main aim of the research is to investigate the challenges teachers face in the Southern Cameroon primary school classrooms, and to find out to what extent teachers employ improvisation as a means to addressing these challenges. The literature review affirms that teachers face situational challenges. These situational challenges arise daily in the classrooms. Hence, teachers must act in accordance to those challenges and requirements that arise from those different pedagogical circumstances. Ten government owned primary school teachers were involved in the research. The findings portray that Cameroon primary school teachers do face varied challenges such as lack of textbooks, over populated classrooms and the language of communication, time management and poor curriculum management. Improvisational practices do take place in Cameroon primary schools, albeit timidly. Findings reveal that the practice of improvisation is very common with long serving teachers than new recruits. Through improvisation, teachers are able to use what they have to attain desired results rather than sit and complain about their difficulties or wait for someone to do it for them. This study provides an overview of improvisation as a new concept in education, which if developed by teacher education shall become a professional skill. Such a skill shall be vital for harnessing appropriate teaching techniques towards attaining quality education in Cameroon.en
dc.format.extent64
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.rightsIn Copyrighten
dc.subject.othermeans
dc.subject.othersolving
dc.subject.otherteaching challenges
dc.subject.otherCameroon
dc.title"...Making the most of what you have and getting the most out of what you make" : improvisation as a means of solving teaching challenges in Cameroon primary school
dc.typemaster thesis
dc.identifier.urnURN:NBN:fi:jyu-201907023539
dc.type.ontasotPro gradu -tutkielmafi
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.yliopistoJyväskylän yliopistofi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.oppiaineMaster's Degree Programme in Educationfi
dc.contributor.oppiaineMaster's Degree Programme in Educationen
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.rights.accesslevelrestrictedAccess
dc.type.publicationmasterThesis
dc.contributor.oppiainekoodi102
dc.subject.ysokansakoulu
dc.subject.ysoimprovisointi
dc.subject.ysoopetus
dc.subject.ysoopettajat
dc.subject.ysoopetustilanne
dc.subject.ysoprimary school (folk school)
dc.subject.ysoimprovisation
dc.subject.ysoteaching and instruction
dc.subject.ysoteachers
dc.subject.ysoteaching situation
dc.format.contentfulltext
dc.rights.urlhttps://rightsstatements.org/page/InC/1.0/
dc.rights.accessrightsThe author has not given permission to make the work publicly available electronically. Therefore the material can be read only at the archival workstation at Jyväskylä University Library (https://kirjasto.jyu.fi/en/workspaces/facilities).en
dc.rights.accessrightsTekijä ei ole antanut lupaa avoimeen julkaisuun, joten aineisto on luettavissa vain Jyväskylän yliopiston kirjaston arkistotyösemalta. Ks. https://kirjasto.jyu.fi/fi/tyoskentelytilat/laitteet-ja-tilat..fi
dc.type.okmG2


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