Pedagogical practices: the case of multi-class teaching in Fiji primary school
Pedagogical practices: the case of multi-class teaching in Fiji primary school
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教学实践：斐济小学多班制教学案例
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
G. Lingam
中科院分区：
文献类型：
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作者：
G. Lingam
分班教学不仅在斐济，而且在许多国家的小型学校都是一种普遍现象。本研究的目的是确定教师在多班教学的背景下所采用的教学风格。本研究采质性个案研究设计。这包括一所以多班教学为常态的学校。本研究的数据是通过非参与性观察和访谈的方式从个案研究学校的教师群体中收集的。一个有目的的抽样技术被用于研究的目的。对所获得的反馈的分析表明，在个案研究学校的教师普遍进行的教学/学习过程中使用的传输方法。影响这些教师担任这一职务的因素很多，例如缺乏专业准备和教学资源有限。研究结果对农村学校基础教育的提供有一定的影响，在农村学校，多班教学是常态，并建议需要一些深入的培训，以装备未来的教师，以科普多班教学。
Multi-class teaching is a common phenomenon in small schools not only in Fiji, but also in many countries. The aim of the present study was to determine the teaching styles adopted by teachers in the context of multi-class teaching. A qualitative case study research design was adopted. This included a school with multi-class teaching as the norm. Data for the study was gathered by means of nonparticipant observation and interviews from the population of teachers in the case study school. A purposive sampling technique was employed for the purpose of the study. Analysis of the feedback obtained show that the teachers in the case study school generally carried out the teaching/learning process using transmissive approaches. A number of factors have influenced these teachers to take this position, such as lack of professional preparation and limited resources for teaching and learning. The findings have implications for the delivery of basic education in rural schools where multi-class teaching is the norm and it is suggested that some in-depth training is needed to equip future teachers to cope with multi-class teaching.