The African Storybook, teachers’ resources, and pedagogical practices
International Journal of Educational Development, 2017, vol. 52, issue C, 26-36
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.
Keywords: African Storybook; ICT; Literacy; Storybooks; Teaching practices; Uganda (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:52:y:2017:i:c:p:26-36
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