Negotiating conflicting discourses of quality teaching in Fiji: initial teacher education and practicum at the University of the South Pacific
Journal Publication ResearchOnline@JCUAbstract
This article identifies a number of conflicting discourses informing education in Fiji and their impact on Initial Teacher Education (ITE) students. The socially constructivist progressivism of the Ministry of Education and the ITE provider is being eroded by a set of socially conservative discourses symptomatic of neoliberal education reforms elsewhere. It is the Practicum where the conflict is most acutely evidenced. To highlight the conflict 90 ITE students, as ethno-graphic fieldworkers, have used an accepted quality teaching checklist to record the teaching they witnessed while on practicum. The resulting misalignments between discourses of quality teaching identified in this article and highlighted by ITE students contributes to debates about what constitutes effective teaching in Fiji. Additionally, despite the multi-discursive reality of Fijian education the article suggests ITE based on a learning-centred rather than learner-centred approach where teachers make critical choices for teaching based on links between pedagogy, context and consequence.
Journal
Waikato Journal of Education
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N/A
Volume
24
ISBN/ISSN
2382-0373
Edition
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Issue
1
Pages Count
10
Location
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Publisher
University of Waikato
Publisher Url
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Publisher Location
N/A
Publish Date
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Url
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Date
N/A
EISSN
N/A
DOI
10.15663/wje.v24i1.647