Teaching ‘in our remoteness’: A constructivist grounded theory of primary school teaching in a remote area of Nepal

Drawing on the experiences of a cohort of public primary school teacher from a remote area in northern Nepal, this study provides deep explanatory theory of remote teaching and its challenges, offering insights into the dynamics of policy and practice and the power of context over such processes.

Country

Australia

Related Organizations

Central Queensland University
Australia

Keywords

160809 Sociology of Education, Education policy, Sociology of education, Remote education, teaching practice, 130202 Curriculum and Pedagogy Theory and Development, Grounded theory, 160506 Education Policy, Nepal, Teaching practice, education in Nepal, remote education, Curriculum and pedagogy theory and development, grounded theory, Education in Nepal

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