Recontextualization of Learner-Centred Pedagogy in Rwanda: A Comparative Analysis of Primary and Secondary Schools

Autor/inn/en	van de Kuilen, Hester; Altinyelken, Hulya Kosar; Voogt, Joke M.; Nzabalirwa, Wenceslas
Titel	Recontextualization of Learner-Centred Pedagogy in Rwanda: A Comparative Analysis of Primary and Secondary Schools
Quelle	In: Compare: A Journal of Comparative and International Education, 52 (2022) 6, S.966-983 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Altinyelken, Hulya Kosar) ORCID (Voogt, Joke M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1847044
Schlagwörter	Student Centered Learning; Teaching Methods; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; School Effectiveness; Classroom Communication; Constructivism (Learning); Standards; Context Effect; Foreign Countries; Classroom Techniques; Educational Change; Comparative Analysis; Rwanda + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schuleffizienz; Klassengespräch; Standard; Ausland; Klassenführung; Bildungsreform; Ruanda
Abstract	Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The study is based on interviews and classroom observations of 12 effective primary and 12 effective secondary teachers working in eight well-performing schools; the analysis draws on Schweisfurth's minimum standards for LCP. This Rwandan case reveals that the majority of primary and secondary teachers stimulated open and respectful classroom interactions. However, recontextualization of constructivism differed substantially between the two groups. Furthermore, the findings highlight the importance of more research into the dynamics between the various standards for LCP, and the interaction of these standards with contextual factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01