Pupils' Experiences with Learner-Centred Pedagogy in Tanzania

Autor/inn/en	Sakata, Nozomi; Candappa, Mano; Oketch, Moses
Titel	Pupils' Experiences with Learner-Centred Pedagogy in Tanzania
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 3, S.525-543 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sakata, Nozomi) ORCID (Candappa, Mano) ORCID (Oketch, Moses)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1941769
Schlagwörter	Foreign Countries; Student Experience; Student Centered Learning; Elementary School Teachers; Elementary School Students; Grade 6; Student Attitudes; Teacher Student Relationship; Fear; Punishment; Classroom Environment; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Studienerfahrung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Furcht; Bestrafung; Klassenklima; Unterrichtsklima; Tansania
Abstract	Teachers and pupils co-construct classroom reality, but existing studies examining learner-centred pedagogy (LCP) in the Global South have primarily focused on teachers. Pupils' experiences with LCP and its contribution to their learning have attracted little scholarly attention. This article seeks to address this gap to some extent by exploring not only teaching and learning practices observed in classrooms but also pupils' narratives about their experiences in Tanzania. This research utilised focus group discussions with pupils and classroom observations to understand pupils' perspectives on classroom experiences. Pupils spoke of discussions, group work and pupil-initiated Q&A as their favourite classroom activities; however, classroom observations revealed virtual absence of LCP-related practices. Analysis of pupil--teacher interactions and relationships with teachers indicates pupils' fear of teachers and their view of the latter as a respected source of knowledge. The paper underscores pupils' perspectives as a step to make LCP policies truly centre on learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01