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The African Storybook, teachers’ resources, and pedagogical practices

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  • Stranger-Johannessen, Espen

Abstract

This article draws on the Darvin and Norton (2015) model of investment to investigate how Ugandan teachers use children’s stories from the African Storybook website with minimal pedagogical support, unlike most similar interventions. Data for this case study were collected in the form of fieldnotes, interviews, and focus group discussions in a Ugandan primary school. The findings indicate that the use of stories expands the repertoire of teaching methods and topics, and that this use is influenced by teachers’ social capital, financial factors, and policies. This exploration of teachers’ resourcefulness, needs, and realities provides a foundation for enhancing existing practices.

Suggested Citation

  • Stranger-Johannessen, Espen, 2017. "The African Storybook, teachers’ resources, and pedagogical practices," International Journal of Educational Development, Elsevier, vol. 52(C), pages 26-36.
    • Handle: RePEc:eee:injoed:v:52:y:2017:i:c:p:26-36
    DOI: 10.1016/j.ijedudev.2016.10.003
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    References listed on IDEAS

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    1. Dubeck, Margaret M. & Jukes, Matthew C.H. & Brooker, Simon J. & Drake, Tom L. & Inyega, Hellen N., 2015. "Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya," International Journal of Educational Development, Elsevier, vol. 41(C), pages 88-96.
    2. Adrienne M. Lucas & Patrick J. McEwan & Moses Ngware & Moses Oketch, 2014. "Improving Early‐Grade Literacy In East Africa: Experimental Evidence From Kenya And Uganda," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 33(4), pages 950-976, September.
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