Lesson Preparation Experience on Learner-Centred Education among College Tutors in Tanzania

Nzilano, J. L

Abstract


This study explored the practice and perceptions of social studies’ tutors in preparing lessons based on learner-centred teaching approach in teacher education colleges in Tanzania. It used a qualitative case study design. Four data collection methods including focus group discussion, semi-structured interviews, documentation, and reflective journals were used. Eleven tutors in social studies and college leaders were purposively selected from Government teachers’ education colleges to volunteer in the study. Critical discourse framework blended with electronic software was used to analyze data. The results revealed partial knowledge of tutors in learner-centred teaching that influenced their pedagogical and professional competences in teaching preparations. For example, tutors showed partial competences in dealing with large classes, negotiating cultural aspects, teaching in dual instructional language education system, and setting assessment for students’ learning. The study recommends for collective efforts among educational stakeholders to enhance the efficacy of college leadership, continuous professional development, instructional language policy, and teaching materials to implement new approaches for quality teaching and products. Further, the study recommends the need for a similar study that could investigate tutor’s practices on learner-centred teaching in classroom context. 


Full Text:

PDF

References


Adams, P. (2006). Exploring Social Constructivism: Theories and Practicalities, Education 3-13 International Journal of Primary,

Elementary and Early Years of Education, 34(3) pp. 243 - 257

Adeyemi, M. B., & Adeyinka, A.A. (2003). The principles and content of African traditional education, Educational Philosophy and Theory, 35(4)pp. 425 - 440.

Dewey, J. (1950). Democracy and Education, an Introduction to the Philosophy of Education, New York: McMillan.

Grunbaum, N.N. (2007). Identification of Ambiguity in the Case Study Research Typology What is a Unit of Analysis? Qualitative Market Research: An International Journal, 10 (1) pp. 78 – 97. Retrieved from http://rudar.ruc.dk /bitstream/ 1800/7148/1/Case_study_artikel.pdf

Johnson, B., & Christensen, L. (2012). Education Research: Quantitative, Qualitative and Mixed Approaches (4th ed.). Thousand Oaks: Sage Publications, Inc.

Karagiorgi, Y., & Symeou, L. (2005). Translating Constructivism into Instructional design: Potential and Limitations, Educational

Technology and Society, 8(1) pp. 17-27.

Kitta, S., & Tilya, F. (2010). The Status of Learner-Centred and

Assessment in Tanzania in the Context of the Competence-

Based Curriculum, In Papers in Education and Development, Journal of School of Education, 29, pp. 77-91.

McLaren, P., & Kincheloe, J.L. (2007). Critical Pedagogy, Where are We Now? (Vol.299, pp. 9 – 42). New York: Peter Lang Publishing.

Mogashoa, T. (2014). Understanding Critical Discourse Analysis in

Qualitative Research, International Journal of Humanities

Social Sciences and Education (IJHSSE). 1,7, pp. 104-113.

Nakabugo, M. G., Opolot-Okurut, C., Ssebbunga, C.M., Maani, J.S.,

& Byamugisha, A. (2008). Large Class Teaching in ResourceConstrained Contexts: Lessons from Reflective Research in Ugandan Primary Schools. Journal of International Cooperation in Education, 11(3) pp. 85 - 102.

O'Neill, G., & McMahon, T. (2005). Student - Centred Learning: What Does It Mean for Students and Lecturers? In G. O’Neill, S. Moore, & B. McMullin (Eds.). Emerging Issues in the Practice of University Learning and Teaching (1 ed., pp. 27-36, Dublin: IASHE.

Piaget, J. (1977). Equilibration of Cognitive Structures, New York:

Viking Press.

Schon, D. (1987). Educating the Reflective Practitioner, San Francisco: Jossey-Bass.

Schweisfurth, M. (2011). Learner-Centred Education in Developing

Country Contexts: From Solution to Problem? International

Journal of Educational Development, 31(0) pp. 425 – 432

United Republic of Tanzania. (1995). Education and Training Policy, Dar es Salaam: Ministry of Education and Culture. Retrieved from: www.tzonline.org/pdf/educationandtraining.pdf

Vavrus, F., Thomas, M., & Bartlett, L. (2011). Ensuring Quality

Attending to Inquiry: Learner-Centred Pedagogy in Sub-Saharan

Africa. Fundamentals of Teacher Education Development, 4, 1 – 117. Addis Ababa: Ethiopia, UNESCO-International Institute of Capacity Building in Africa.

Vuzo, M. (2013). How Language Affects Learning and Assessment, Retrieved from

http://www.tenmet.org/Droop/Docs/COP%202013/vuzo.pdf

Vygotsky, L. (1986). Thought and Language, Cambridge, MA: MIT Press, (Original work published in 1962).

Windschitl, M. (2002). Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural and Political Challenges Facing Teachers, Review of Educational Research, 72(2) pp. 131-175.


Refbacks

  • There are currently no refbacks.