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Reconstructing dominant paradigms of teacher education: possibilities for pedagogical transformation in Fiji

Tuinamuana, Katarina (2007) Reconstructing dominant paradigms of teacher education: possibilities for pedagogical transformation in Fiji. Asia-Pacific Journal of Teacher Education, 35 (2). pp. 111-127. ISSN 1359-866X

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Abstract

Many nation states on the periphery of the dominant socio-economic sphere continue to work with variants of education models introduced by colonial players. This paper argues that whilst historical factors contributed to the development of an educational approach underpinned by a techno-rational ideology in Fiji, the actual details of educational practice suggest a more complex scenario. The resonance of the debate this establishes is explored through a case study of teacher education in Fiji. The study finds that despite the dominance of a “routinised”, mechanistic practice that was seen to define local culture/s of teacher education, there are indications that imply a sense of “possibilities” and hope. However, dominant techno-rational and personalistic cultures of practice need to be frameworked by a socially located paradigm that places the issue of transformation more visibly in its remit, and that works from the understandings and perceptions that educators have about their own practice.

Item Type: Journal Article
Subjects: L Education > L Education (General)
Divisions: Faculty of Arts, Law and Education (FALE) > School of Education
Depositing User: Ms Mereoni Camailakeba
Date Deposited: 14 Jan 2007 15:33
Last Modified: 05 Jul 2012 19:49
URI: http://repository.usp.ac.fj/id/eprint/26
UNSPECIFIED

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