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Perspectives on Teacher Decision-Making on Social Studies in Cameroon

Badang, Germain Guehoada
http://rave.ohiolink.edu/etdc/view?acc_num=osu1374231198

Abstract Details

2013, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Abstract The study examines various perspectives on the nature of social studies education in Cameroon and the ways in which educators respond to national educational practices. This study provided teachers with the opportunity to discuss and reflect on how the following points impacted their instructional decision making: their personal experiences and contextual factors; their educational and cultural backgrounds; their personal beliefs about social studies; and their definition of the subject. The study was motivated by the need to enable structural and conceptual reforms in the educational system of Cameroon (Ngouo, 1995) which, since independence, has not been able to effectively contribute to the social and individual development of Cameroonians (Tchombe, 2000). The findings suggest that the curriculum in Cameroon is very centralized and reflects a strong Western content. The findings also indicate that there is a lack of indigenous voice in the social studies curriculum. Similarly, the findings reveal that teachers in Cameroon had only a vague understanding of training Cameroonian students for global citizenship and national interests. The findings also suggest that, because of the many contextual factors that affect the teaching practices in Cameroon, participants have not been able to operate as gatekeepers of the official curriculum although there are germs of resistance in their attitude. As a result, this study found that teachers in Cameroon tend not to engage in critical decision making when they teach issues about Cameroon and about the world for the following reasons: frustration with school system, overwhelming centralized curriculum, lack of support, poor infrastructures, and lack of confidence about their knowledge, the extraverted curriculum, and their choice not to critically reject the inherited status quo. But, they understand that the social studies program and the entire educational system are in urgent need of structural and conceptual reform.
Subedi Binaya (Advisor)
415 p.
Education

Recommended Citations

Citations

  • Badang, G. G. (2013). Perspectives on Teacher Decision-Making on Social Studies in Cameroon [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374231198

    APA Style (7th edition)

  • Badang, Germain. Perspectives on Teacher Decision-Making on Social Studies in Cameroon. 2013. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1374231198.

    MLA Style (8th edition)

  • Badang, Germain. "Perspectives on Teacher Decision-Making on Social Studies in Cameroon." Doctoral dissertation, Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374231198

    Chicago Manual of Style (17th edition)

osu1374231198
1,926
© 2013, some rights reserved.Creative Commons License Perspectives on Teacher Decision-Making on Social Studies in Cameroon by Germain Guehoada Badang is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by The Ohio State University and OhioLINK.