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Teachers reactions to outcomes-based music education in South African primary schools

Joseph, Dawn 2002, Teachers reactions to outcomes-based music education in South African primary schools, Research studies in music education, vol. 18, no. 1, pp. 66-77.

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Title Teachers reactions to outcomes-based music education in South African primary schools
Author(s) Joseph, DawnORCID iD for Joseph, Dawn orcid.org/0000-0002-6320-900X
Journal name Research studies in music education
Volume number 18
Issue number 1
Start page 66
End page 77
Publisher USQ Press and the Faculty of Arts, University of Southern Queensland
Place of publication Toowoomba, Qld.
Publication date 2002-06
ISSN 1321-103X
Summary This article examines the reactions of specialist music teachers to the introduction of Outcomes-Based Education (OBE) in South Africa. OBE has been seen in post-apartheid South Africa as a way to transform education and address the imbalances of the past. The study reported here used questionnaires to explore attitudes of teachers at independent schools in Johannesburg in the first year of implementing OBE. Analysis of data revealed both positive and negative attitudes as well as the strong need for teachers professional development if OBE is to succeed.
Notes Reproduced with the specific permission of the copyright owner.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2002, Callaway International Resource Centre for Music Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001811

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.