undefined

Eritrean teachers' perceptions of learner-centred interactive pedagogy

Publiceringsår

2021

Upphovspersoner

Tadesse, Abraham; Eskelä-Haapanen, Sirpa; Posti-Ahokas, Hanna; Lehesvuori, Sami

Abstrakt

In most sub-Saharan African countries, mainstreaming learner-centred interactive pedagogy (LCIP) is defined as a policy priority. Similarly, Eritrea has adopted the same policy to seek a solution to its educational challenges. Rather than rote mastery of course content, the LCIP approach prioritises learners in constructing knowledge through interaction, active participation and controlling the learning process. This paper explores secondary school teachers' perceptions of LCIP and their challenges in implementing this pedagogical approach. Constructivism and sociocultural learning theory are considered conceptual frameworks to highlight LCIP as an approach for teaching and learning. Qualitative data from 12 teachers' interviews were analysed through qualitative content analysis and inductive reasoning. The findings suggest that without laying the necessary foundation, the policy emphasis on LCIP, which is considered critical in addressing educational challenges, puts pressure on teachers to employ LCIP while it remains idealised. Furthermore, the findings indicate that diverse challenges should be addressed to generate change in classroom practices in Eritrean secondary schools by implementing the LCIP approach.
Visa mer

Organisationer och upphovspersoner

Jyväskylä universitet

Posti-Ahokas Hanna Orcid -palvelun logo

Lehesvuori Sami Orcid -palvelun logo

Eskelä-Haapanen Sirpa Orcid -palvelun logo

Bahta Abraham

Publikationstyp

Publikationsform

Artikel

Moderpublikationens typ

Tidning

Artikelstyp

En originalartikel

Målgrupp

Vetenskaplig

Kollegialt utvärderad

Kollegialt utvärderad

UKM:s publikationstyp

A1 Originalartikel i en vetenskaplig tidskrift

Publikationskanalens uppgifter

Förläggare

Elsevier BV

Volym

28

Artikelnummer

100451

Publikationsforum

75405

Publikationsforumsnivå

1

Öppen tillgång

Öppen tillgänglighet i förläggarens tjänst

Nej

Parallellsparad

Ja

Övriga uppgifter

Vetenskapsområden

Pedagogik

Nyckelord

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Publiceringsland

Nederländerna

Förlagets internationalitet

Internationell

Språk

engelska

Internationell sampublikation

Ja

Sampublikation med ett företag

Nej

DOI

10.1016/j.lcsi.2020.100451

Publikationen ingår i undervisnings- och kulturministeriets datainsamling

Ja