A Systematic Review of the Implementation of Learner-Centred Pedagogy in Low- and Middle-Income Countries

Autor/inn/en	Sakata, Nozomi; Bremner, Nicholas; Cameron, Leanne
Titel	A Systematic Review of the Implementation of Learner-Centred Pedagogy in Low- and Middle-Income Countries
Quelle	In: Review of Education, 10 (2022) 3, (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sakata, Nozomi) ORCID (Bremner, Nicholas) ORCID (Cameron, Leanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/rev3.3365
Schlagwörter	Literature Reviews; Developing Nations; Foreign Countries; Student Centered Learning; Curriculum Implementation; Outcomes of Education; Barriers; Affordances + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernleistung; Schulerfolg
Abstract	This article provides a comprehensive descriptive overview of the implementation of learner-centred pedagogy (LCP) in low- and middle-income countries. Considerable time, money, and resources have been invested in LCP in many countries worldwide, and yet we still lack a comprehensive body of evidence regarding its implementation and outcomes. This systematic review aimed at going beyond the limitations of individual studies, confined by time, context and samples, in order to offer stronger applicability and generalisability to wider contexts. The dataset for analysis consisted of 94 journal articles published between January 2001 and December 2020, selected based on explicit inclusion/exclusion criteria. A team of three researchers utilised EPPI-Reviewer and QSR NVivo to import, screen, and analyse the texts. The literature on LCP implementation was mapped by key variables such as country, educational setting, study participants, and methods. Firstly, the study found that despite LCP being explicitly promoted in numerous contexts, most classrooms were still predominately teacher-centred. Secondly, the review identified a wide range of constraints and enablers of LCP implementation, spanning across the individual, classroom, school, policy, and wider society levels. Thirdly, although several positive and negative outcomes of LCP emerged from the study, the review found that the objective evidence on LCP outcomes was somewhat limited, indicating that there is an urgent need for additional research to evaluate LCP outcomes. A conceptual framework of LCP implementation is presented, and implications for policy and future research are discussed. The video abstract for this article is available at https://youtu.be/57EsnDUe_QQ. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01