Is Learner-Centred Pedagogy Associated with Pupils' Positive Attitudes towards Learning? The Case of Tanzania

Autor/in	Sakata, Nozomi
Titel	Is Learner-Centred Pedagogy Associated with Pupils' Positive Attitudes towards Learning? The Case of Tanzania
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 8, S.1373-1391 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sakata, Nozomi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2022.2036592
Schlagwörter	Foreign Countries; Student Centered Learning; Student Attitudes; Elementary School Students; Positive Attitudes; Student Experience; Grade 6; Student Motivation; Student Interests; Self Esteem; Student Behavior; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schülerverhalten; Studienerfahrung; School year 06; 6. Schuljahr; Schuljahr 06; Schulische Motivation; Studieninteresse; Self-esteem; Selbstaufmerksamkeit; Student behaviour; Tansania
Abstract	Learner-centred pedagogy (LCP), spreading across the global South, is believed to improve student learning. Although the ethics and efficacy of promoting LCP in the global South has been a much-debated issue, the relationship between LCP and learning attitudes has received scant scholarly attention. This research utilised structured lesson observations and questionnaires to explore whether LCP relates to positive attitudes towards learning in primary schools in Tanzania. Adopting a broader conceptualisation of LCP to include not only observable practices of LCP-related activities ('observed-LCP') but also pupils' perceptions of classroom experiences ('perceived-LCP'), the research differentiated associations of the two types of LCP with learning attitudes. The results indicated that the more pupils felt they experienced LCP, the more positive learning attitudes they had. Conversely, observed-LCP exhibited inconsequential associations with learning attitudes. The paper illuminates the importance of pupils' subjective experiences of LCP implementation in the global South. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01