Improving School Work in Challenging Context: Practitioners’ Views following a Participatory Action Research Project from Eritrea
DOI:
https://doi.org/10.7577/njcie.3039Keywords:
Key words: teaching and learning; teacher professionalism; action research; EritreaAbstract
This article is based on 18-month participatory action research (PAR) project conducted with teachers and school leadership personnel with strong backing of the regional education office in one of the remote and most culturally diverse regions in Eritrea. It argues for a comprehensive understanding of managing a learning process in challenging circumstances of schooling. Qualitative analysis was used to interpret 14 semi-structured interview transcripts of project participants from two study schools. A framework for understanding teaching as the intersection of knowledge of learners, processes of teaching and learning and subject matter is used. The analysis based on the interview data, longer term engagements with participants and review of relevant documents enabled authors to synthesize views of participants into five main professional perspectives: need to overcome transitory nature of teachers, knowledge of learners, proactive guidance, professional commitment, collaborative practices. Those issues arguably constitute quality education in the study schools and beyond.
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Copyright (c) 2019 Khalid Mohammed Idris, Yonas Mesfun Asfaha
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