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.
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Publikationstyp
Publikationsform
Artikel
Moderpublikationens typ
Tidning
Artikelstyp
En originalartikel
Målgrupp
VetenskapligKollegialt utvärderad
Kollegialt utvärderadUKM:s publikationstyp
A1 Originalartikel i en vetenskaplig tidskriftPublikationskanalens uppgifter
Förläggare
Volym
28
Artikelnummer
100451
ISSN
Publikationsforum
Publikationsforumsnivå
1
Öppen tillgång
Öppen tillgänglighet i förläggarens tjänst
Nej
Parallellsparad
Ja
Övriga uppgifter
Vetenskapsområden
Pedagogik
Nyckelord
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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