A theoretical framework for training socially accountable science teachers
Social accountability has been accepted as a framework, through which the needs of communities are prioritized in all education systems. However, there are considerable differences in the needs of communities in resource restrained communities compared with well resources communities. Consequently,...
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Journal for the Education of Gifted Young Scientists
2019-06-01
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Online Access: | https://dergipark.org.tr/en/pub/jegys/issue/45717/529459 |
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doaj-9d0a837ebac94218b0edc31d4550e0162020-11-25T02:15:56ZengJournal for the Education of Gifted Young Scientists Journal for the Education of Gifted Young Scientists2149-360X2149-360X2019-06-0172159175https://doi.org/10.17478/jegys.529459A theoretical framework for training socially accountable science teachersLindelani Mnguni Social accountability has been accepted as a framework, through which the needs of communities are prioritized in all education systems. However, there are considerable differences in the needs of communities in resource restrained communities compared with well resources communities. Consequently, there is a need for a specific theoretical framework which will inform curriculum design for science teacher training in resource restrained communities. In such a framework the researcher proposes the adoption of citizenship education as the philosophical basis for social accountability in education. Such as education should integrate knowledge-, reality- and an inquiry-orientation for the selection of content and planning the sequence of learning experiences. It should also reflect citizenship-centred ideology as a central principle of the curriculum. The researcher believes that a curriculum that is based on this framework could facilitate the adoption of social transformation and social accountability.https://dergipark.org.tr/en/pub/jegys/issue/45717/529459citizenship educationcurriculum ideologiesresource-restrained communitiessocial reconstructionsocial accountability |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Lindelani Mnguni |
spellingShingle |
Lindelani Mnguni A theoretical framework for training socially accountable science teachers Journal for the Education of Gifted Young Scientists citizenship education curriculum ideologies resource-restrained communities social reconstruction social accountability |
author_facet |
Lindelani Mnguni |
author_sort |
Lindelani Mnguni |
title |
A theoretical framework for training socially accountable science teachers |
title_short |
A theoretical framework for training socially accountable science teachers |
title_full |
A theoretical framework for training socially accountable science teachers |
title_fullStr |
A theoretical framework for training socially accountable science teachers |
title_full_unstemmed |
A theoretical framework for training socially accountable science teachers |
title_sort |
theoretical framework for training socially accountable science teachers |
publisher |
Journal for the Education of Gifted Young Scientists |
series |
Journal for the Education of Gifted Young Scientists |
issn |
2149-360X 2149-360X |
publishDate |
2019-06-01 |
description |
Social accountability has been accepted as a framework, through which the needs of communities are prioritized in all education systems. However, there are considerable differences in the needs of communities in resource restrained communities compared with well resources communities. Consequently, there is a need for a specific theoretical framework which will inform curriculum design for science teacher training in resource restrained communities. In such a framework the researcher proposes the adoption of citizenship education as the philosophical basis for social accountability in education. Such as education should integrate knowledge-, reality- and an inquiry-orientation for the selection of content and planning the sequence of learning experiences. It should also reflect citizenship-centred ideology as a central principle of the curriculum. The researcher believes that a curriculum that is based on this framework could facilitate the adoption of social transformation and social accountability. |
topic |
citizenship education curriculum ideologies resource-restrained communities social reconstruction social accountability |
url |
https://dergipark.org.tr/en/pub/jegys/issue/45717/529459 |
work_keys_str_mv |
AT lindelanimnguni atheoreticalframeworkfortrainingsociallyaccountablescienceteachers AT lindelanimnguni theoreticalframeworkfortrainingsociallyaccountablescienceteachers |
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1724893888424968192 |