School of Education

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Browsing School of Education by Author "Barretta, A. M."

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    International Collaboration and Research Capacity Building: Learning from the EdQual Experience
    (Taylor & Francis Group, 2011-02-18) Barretta, A. M.; Crossley, Michael; Dachi, Hillary A.
    Research capacity building and its impact on policy and practice are increasingly highlighted in the literature on international research partnerships. In the field of education and development, it is recognised that, in the past, international research collaborations have tended to be dominated by the agenda of Northern partners. Partly in response, new modalities are developing and, in the UK, funding has recently been channelled through large consortia of research institutions spread across several countries delivering a themed programme of research projects. These are expected to build research capacity in the South and influence policy in the countries in which research is conducted, at the same time as producing quality research of international relevance. This article reflects critically on the experience of one research consortium made up of academic institutions in the UK and sub‐Saharan Africa. It analyses participation in setting the research agenda, distribution of leadership and forms of capacity building within the consortium. New roles and tensions are identified and implications are drawn out for future international collaborations, funding bodies and ongoing debate within the literature on international research partnerships.
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    Professional identity and misconduct: Perspectives of Tanzanian Teachers
    (Southern African Comparative and History of Education Society, 2005-12) Anangisye, William A. L.; Barretta, A. M.
    Teacher misconduct and unprofessionalism, together with the corruption amongst educational administrators, threaten to undermine current initiatives to improve educational quality in many low-income countries, including most of sub-Saharan Africa. In this paper it is argued that strategies to raise ethical standards need to be based on an understanding of the positive professional models to which educators aspire. Research conducted in Tanzania elicited views of teachers and other educationalists on misconduct and primary school teachers’ constructs of their professional identity. Similarities exist between Tanzanian teachers’ understandings of their professionalism and those found amongst teachers in other parts of Africa. Prevalent forms of misconduct were found to transgress four orienting themes of the Tanzanian teacher identity landscape. On the basis of these findings, we suggest ways forward for tackling teacher misconduct and recommend the research approach taken for application in other contexts.