Learner-Centred Science in Lesotho: Adapting the Ideal to Adjust Classroom Practice

Autor/inn/en	Khoboli, Benedict; O'Toole, J. Mitchell
Titel	Learner-Centred Science in Lesotho: Adapting the Ideal to Adjust Classroom Practice
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 15 (2011) 1, S.80-91 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2011.10740703
Schlagwörter	Foreign Countries; Qualitative Research; Action Research; Teacher Attitudes; Teaching Methods; Faculty Development; Student Centered Learning; Educational Change; Science Teachers; Educational Policy; Attitude Change; Self Efficacy; Collegiality; Observation; Meetings; Models; Secondary School Teachers; High Schools; Focus Groups; Lesotho + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Projektforschung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsreform; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Attitudinal change; Einstellungsänderung; Self-efficacy; Selbstwirksamkeit; Kollegialität; Beobachtung; Meeting; Tagung; Analogiemodell; High school; Oberschule
Abstract	This qualitative study document action research which explored existing teachers' views and practices during the implementation of professional development to strengthen learner centred teaching. The paper discusses changes in teachers' practice that culminated in the delivery of enhanced lessons. The paper documents a two year process of change as three science teachers in Lesotho moved towards learner-centredness (LC) in response to changes in national policy. The study demonstrated changes in teacher attitudes regarding different aspects of teaching and learning in learner centred classrooms which included increases in tolerance of classroom 'noise', clarity regarding the distinction between teaching approaches and methods, and recognition of the generation of the particular kind of 'order' characteristic of learner centred classrooms. Increasing teacher confidence led to more collegial relationships within participating schools and more professional openness on the part of participating teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01