Determinant Factors for Implementing Learning Study in Developing Countries: The Case of Tanzania

Autor/inn/en	Msonde, Charles Enock; Msonde, Sydney Enock
Titel	Determinant Factors for Implementing Learning Study in Developing Countries: The Case of Tanzania
Quelle	In: Teaching Education, 29 (2018) 3, S.261-278 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2017.1404978
Schlagwörter	Foreign Countries; Secondary School Teachers; Educational Research; Teacher Researchers; Mathematics Teachers; Teacher Collaboration; Administrator Attitudes; Teacher Attitudes; Student Centered Learning; Mathematics Curriculum; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Lehrerforschung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Lehrerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Tansania
Abstract	The study explored the contributing factors in implementing the learning study approach in Tanzanian secondary schools. Three mathematics teachers formed a learning study group, guided by the variation theory of learning, to share their experiences on how to implement a Learner-Centred Approach (LCA) in their school milieu. Teachers were interviewed at the end of each intervention phase on the prospects they encountered in the course of implementing the learning studies. Classroom observation notes were taken to supplement the interview data, which were analysed using phenomenographic variation framework. The results show that the school's administrative support, the existing curriculum and perceived positive outcomes of the learning studies were the key factors contributing to the learning study perfection. We therefore, conclude that careful attention should be taken into account to promote key aspects for sustainable implementation of the learning studies in developing countries' secondary schools with similar attributes to the Tanzanian context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01