Learner-Centred Pedagogy in the Global South: Pupils and Teachers' Experiences. Routledge Research in International and Comparative Education

Autor/in	Sakata, Nozomi
Titel	Learner-Centred Pedagogy in the Global South: Pupils and Teachers' Experiences. Routledge Research in International and Comparative Education
Quelle	(2022), (212 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-03-210054-8
Schlagwörter	Student Centered Learning; Developing Nations; Teaching Methods; Comparative Education; Student Attitudes; Foreign Countries; Educational History; Case Studies; Correlation; Outcomes of Education; Educational Theories; Tanzania + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Developing country; Developing countries; Entwicklungsland; Teaching method; Lehrmethode; Unterrichtsmethode; Vergleichende Erziehungswissenschaft; Schülerverhalten; Ausland; History of education; Bildungsgeschichte; Case study; Fallstudie; Case Study; Korrelation; Lernleistung; Schulerfolg; Educational theory; Theory of education; Bildungstheorie; Tansania
Abstract	"Learner-Centred Pedagogy in the Global South: Pupils and Teachers' Experiences" shines light on learner-centred pedagogy (LCP), which has gained popularity within global and national governments, albeit resulting in puzzling and inconsequential appropriation. Nozomi Sakata draws on award-winning research on learner centred pedagogy conducted in Tanzania that looks to shift the focus from teachers and teaching to students and learning. The recent spread of LCP through global policy discourse meets Tanzania's historical and contemporary (in)compatibility in local schools. The book explores how pupils' perceived classroom experiences are formed through pedagogical elements beyond the classroom. It also enquires into how observable LCP activities and/or pupils' perceptions of classroom practices relate to their academic performance and learning attitudes. The book highlights the multidimensionality of pedagogy and the need to consider multiple viewpoints from both teachers and pupils and to consider the historical and socio-cultural contexts in any pedagogical research. This book will be of value to researchers and students interested in pedagogy, policy transfer and education reforms in the global South. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: https://www.routledge.com/Routledge-Research-in-International-and-Comparative-Education/book-series/RRICE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01