Introducing a Student-Centred Learning Approach in Current Curriculum Reform in Mozambican Higher Education

Autor/inn/en	Mendonça, Marta; Popov, Oleg; Frånberg, Gun-Marie; Cossa, Eugénia
Titel	Introducing a Student-Centred Learning Approach in Current Curriculum Reform in Mozambican Higher Education
Quelle	In: Education Inquiry, 3 (2012) 1, S.37-48 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v3i1.22012
Schlagwörter	Foreign Countries; College Students; Student Centered Learning; Curriculum Development; Educational Change; Educational Innovation; Program Implementation; Learner Engagement; Barriers; Mozambique + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Instructional innovation; Bildungsinnovation; Mosambik
Abstract	The Eduardo Mondlane University (UEM) in Mozambique is introducing new participative forms of pedagogical practices into the process of its current curriculum reform. This article presents a case study of the introduction of a student-centred approach at one department and discusses some of the lecturers' perceptions and experiences concerning the process. A qualitative study was carried out based on classroom observations and interviews. Activity theory was used in the analysis of the results. The findings show that the lecturers do not feel ownership of the curriculum reform introducing student-centred learning. They express a need for training and the creation of adequate material conditions to apply the innovation. The findings also reveal contextual factors affecting student engagement in learning. In the conclusions, reflections are presented concerning the place of the generic values of learner-centeredness in the academic culture of the UEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01