Teachers’ Knowledge and Use of Context Responsive Pedagogy in a Rural Primary School
2020 ◽
Vol 19
(1)
◽
pp. 35-59
Keyword(s):
This qualitative study reports on the knowledge and usage of context responsive pedagogy (CRP) based on five rural primary school teachers in Jamaica. The main findings revealed that the teachers found CRP beneficial to students, had limited knowledge of CRP, and that their use of CRP was driven by their humanistic beliefs. The findings therefore have implications for teacher professional development. The author recommends that given the benefits of CRP and the strategies required by the National Standards Curriculum (NSC), CRP should be taught to teachers in their pre-service training programme.
2019 ◽
Vol 19
(11)
◽
pp. 383-406
2011 ◽
Vol 15
◽
pp. 1102-1109
◽