Abstract
A qualitative methodology was employed to examine collaborative reform efforts between teachers and academics in an environment where transmission‐oriented teaching was rife. The teacher collaborators selected were of wide‐ranging experience and backgrounds, while the students were drawn from four grade 12 classes. Data sources included classroom observations, artefacts, fieldnotes, dialogue sessions and responses to teacher and student surveys. Initially the teachers had difficulty adjusting their orientations. However, when the students adjusted well when empowered in the planning and decision making that was part of the learning process, the mediating actions of the students were sufficient to produce a positive effect on the teachers.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
