Practical theorising for the implementation of educational change: Evidence from sub-Saharan Africa

Kristina Stutchbury and Oliver Biard

International Journal of Educational Development, 2023, vol. 98, issue C

Abstract: New school curricula across Africa are calling for new approaches to learning and teaching. In response, much educational development work focuses on supporting pedagogic change. The successful implementation of educational change is challenging, attested by persistently low achievement levels, yet it remains under-theorised. However, ‘implementation’ as a process is well-theorised in the field of healthcare. This paper explains a middle-range sociological theory – Normalisation Process Theory – which seeks to describe how new practices become normalised. Drawing on evidence from the field, it argues that NPT, although developed in healthcare settings, offers insights which could benefit the implementation of educational development projects.

Keywords: Teacher education; Implementation; Normalisation process theory; Learner-centred education; TESSA; ZEST (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0738059323000238
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:98:y:2023:i:c:s0738059323000238

DOI: 10.1016/j.ijedudev.2023.102746

Access Statistics for this article

International Journal of Educational Development is currently edited by Stephen P Heyneman

More articles in International Journal of Educational Development from Elsevier
Bibliographic data for series maintained by Catherine Liu ().