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
Full text not available from this repository.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 03:33 |
| Last Modified: | 05 Jul 2012 07:49 |
| URI: | https://repository.usp.ac.fj/id/eprint/26 |
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