Learner-centred pedagogy and implications for pupils’ schooling experiences and learning outcomes
23 May 2019, 5:30 pm–7:00 pm
Dr Nozomi Sakata draws on findings from a mixed-methods case study in Tanzania to analyse the impact of learner-centred pedagogy (LCP) on students' classroom experience and learning outcomes.
This event is free.
Centre for Education and International Development (CEID)
Room 780UCL Institute of Education (IOE)20 Bedford WayLondonWC1H 0AL
Despite its global appeal and spread, the applicability and effectiveness of LCP in developing countries remains uncertain, due to its incompatibility with national sociocultural and political contexts.
Existing literature has primarily focused on teachers’ views of LCP and their teaching practices, but pupils’ experiences with LCP and its likely contribution to learning outcomes have attracted little scholarly attention.
Applying a case study research design with mixed methods, this study examined how and to what extent Tanzania implements LCP given its ideological/historical context, and how LCP implementation may associate with pupils’ perceptions of classroom experiences and/or learning outcomes. It explored not only teaching practices observed in the classrooms but also the attendant discourse of pedagogy involving: human interactions in and outside school; learner-centredness subjectively perceived by the pupils and teachers; and academic achievement and learning attitudes possibly associated with LCP implementation.
In this seminar, Dr Nozomi Sakata argues that research and policies on pedagogy need to embed pedagogy within sociocultural and historical settings as well as within the global policy architecture vertically negotiated between international and national policymakers.
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