Ugandan teachers epistemological beliefs and child-led research: implications for developing inclusive educational practice
Date
2019-12-10Author
Sheehya, Kieron
Kasule, George Wilson
Chamberlainc, Liz
Metadata
Show full item recordAbstract
There is a complementarity between Uganda’s aim for ‘education
for all’ and the pedagogy indicated as underpinning Uganda’s
child-focused thematic curriculum. However, child-focused pedagogies
are rare. The case is made that child-led research is an
appropriate model for developing inclusive classroom practice.
This research is the first to consider the relationship between
Ugandan teachers’ epistemological beliefs and child-led research.
The findings from questionnaire responses of 187 teachers and
educators challenge the argument that Ugandan teachers’ epistemological
beliefs are the primary barrier to implementing child focused
pedagogies and indicate that a child-led research initiative
would complement the epistemological beliefs of many teachers
and offer a potential model for an inclusive pedagogical approach
URI
https://doi.org/10.1080/1034912X.2019.1699647https://kyuspace.kyu.ac.ug/xmlui/handle/20.500.12504/229