Literaturnachweis - Detailanzeige
| Autor/inn/en | Msonde, Sydney Enock; Msonde, Charles Enock |
|---|---|
| Titel | Re-Innovation of Learner-Centered Pedagogy in Tanzania's Secondary Schools |
| Quelle | In: Journal of Education, 199 (2019) 3, S.142-154 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0574 |
| DOI | 10.1177/0022057419854343 |
| Schlagwörter | Student Centered Learning; Foreign Countries; Instructional Innovation; Faculty Development; Teacher Attitudes; Meetings; Reflection; Journal Writing; Observation; Teaching Methods; Educational Quality; Outcomes of Education; Lesson Plans; Secondary School Students; Mathematics Teachers; Mathematics Instruction; Teacher Student Relationship; Tanzania Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Educational Innovation; Bildungsinnovation; Lehrerverhalten; Meeting; Tagung; Zeitschriftenaufsatz; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Lernleistung; Schulerfolg; Lesson planning; Unterrichtsplanung; Sekundarschüler; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Tansania |
| Abstract | Although learner-centered instruction (LCI) is at the heart of many curriculum innovations in the world, its implementation has generally lacked the kind prominence it deserves. The current study explores how learning study can develop teachers' professional capabilities to practice LCI. Using interviews, lesson preparatory meetings, teachers' reflective journals, and classroom observations, the study employed the phenomenographic variation framework and coding strategies to analyze the resultant data. The results demonstrate that the teachers' understanding of LCI morphed from considering it as a methodological orientation to an object of learning. Therefore, engaging teachers in learning study may bring out valuable pedagogical innovations essential in boosting both the job performance and quality of teaching and learning outcomes. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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