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This book discusses various aspects of postindependence teacher education reforms in Namibia from the perspectives of different actors in the reform process: student teachers, teachers, teacher educators, ministry of education personnel, and external consultants.
List of contents
1. A Story Told by a Namibian Educator 2. Education for All: The Namibian Experience 3. Teacher Education Reform: Toward Reflective Practice 4. Toward Learner-Centered and Democratic Teacher Education 5. Critical Inquiry in Pre-Service Teacher Education: Some Initial Steps Toward Critical, Inquiring, and Reflective Professionals in Namibian Teacher Education 6. Developing Learner Understanding Through Learner-Centered Activities 7. Working with Reluctant Male Learners in Grade 10 Geography Lessons 8. Improving the Participation of Girls in My Grade Nine Agricultural Lessons 9. Practice Based Inquiry in In-service Teacher Education Can It Effect Major Change at School? 10. Critical-Practitioner Inquiry and Staff Development for Teacher Educators 11. Writing Problems in Oshiwambo 12. Promoting Active Participation in the Education Theory and Practice Classroom 13. Developing Student Teachers' Writing Skills: An Attempt to Put Process Writing into Practice 14. An Investigation into the Use of Peer Coaching as a Tool for Teacher Reflection 15. Developing Cross-Curricular Themes from Storytelling in Grade One 16. Participatory Development and Teacher Education Reform in Namibia 17. Which Way Namibia? or How to Decolonize the Colonized Mind of the Anticolonial Teacher? 18. A Luta Continua: The Struggle Continues 19. Wipe Your Face and Get Ready for School
About the author
Ken Zeichner, Hoefs-Basom Professor of Teacher Education at the University of Wisconsin-Madison, has been involved in the Namibian teacher education reforms since 1994. He has published widely on issues related to teacher education and learning to teach in North America, South America, Europe, and Australia. Lars Dahlstrom teaches at Umea University in Sweden and is Coordinator of the Teacher Education Reform Project in Namibia. He has been involved in the Namibian teacher education reforms since before Namibian independence
Summary
This book discusses various aspects of postindependence teacher education reforms in Namibia from the perspectives of different actors in the reform process: student teachers, teachers, teacher educators, ministry of education personnel, and external consultants.
