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Title EXPLORING THE LEARNER CENTRED TEACHING PRACTICES IN SECONDARY SCHOOLS IN TANZANIA
Full text https://ul.qucosa.de/id/qucosa%3A79045; https://ul.qucosa.de/api/qucosa%3A79045/attachment/ATT-0/
Date 2022
Author(s) Ishemo, Rwegasha Peter
Contributor(s) Rakhkochkine, Anatoly; Universität Leipzig
Abstract Executive summary This study explores the learner centred teaching practices in secondary schools in Tanzania. The basis of this research emanated from the problem of the poor performance of secondary school students in Tanzania. The performance of students in national examinations has declined over the past years. This trend shows an increase in the number of students who are failing. The analysis of the examination results indicates that several secondary schools are in a poor situation. Poor performance signifies that many students have failed to acquire the requisite knowledge, skills, and competences to function effectively in society as well as in socioeconomic development. In general, the preceding situation proves that the quality of education has been affected and there is a need for conducting research. The literature indicates that scholars have been conducting educational research to find effective methods of improving students' performance. To accomplish this aim researchers of IEA (International Association for the Evaluation of Educational Achievement), international organizations, and universities have been carrying out extensive studies to examine students' performance in the areas of science, mathematics, and reading in various national and cultural contexts. Educators have produced results showing that countries such as Finland, South Korea, and Shanghai-China lead the world in terms of student performance. The factors mentioned to account for good performance include hard work by students, positive attitude of students', effective engagement in the classrooms, schools emphasis on academic success, well-resourced schools, well-trained teachers, and favourable working conditions. In order to improve the problem of poor performance, the literature suggested researchers should mainly examine the learner centred teaching practices in the classrooms. This advice is in line with the goals of various educational programs such as World Education Forums, Tanzania Development Vision 2025, Secondary Education Development Program, and Education Sector Development Program. In addition, the process of transfer and borrowing of policies and practices from Western and European countries to different national and cultural contexts compelled the introduction of learner centred teaching practices. These practices have been supported because they put students at the center of the learning process. They focus on the interest of students and create a positive environment for learning. They facilitate active teaching and learning methods. The practices have a connection to constructivist theory which emphasizes students' construction of meaning and understanding. The characteristics of the theory are preferred because they should improve educational research, curriculum implementation and students performance in different national and cultural contexts. Despite effectiveness of constructivist theory, educators and practitioners challenged characteristics associated with this theory. It does not provide thorough instructions on how to employ in the classrooms. It does not guide teachers on the appropriate learner centred teaching practices applied in various stages of the lesson development. It is in this background that the current study identified a research gap and area of contribution. Therefore, the purpose of this study is to explore the manner in which secondary school teachers make use of learner centred teaching practices in various stages of lesson development. Specifically, the study explored teachers' perceptions of the learner centred teaching. It also explored the teachers' practices and perceptions of the learner centred teaching practices in various stages of the lesson development. Likewise, the study sought to examine the kind of support teachers need to facilitate learner centered teaching practices. It should be recognized that practices and perceptions are essential for providing a thorough understanding of these practices in the classrooms. To achieve the above purpose, this study sought to answer the following research questions: 1.How do secondary school teachers in Tanzania perceive the learner centred teaching? 2.How do secondary school teachers in Tanzania employ the learner centred teaching practices in different stages of the lesson development? 3.How do secondary school teachers in Tanzania perceive the learner centred teaching practices in different stages of the lesson development? 4.What support do secondary school teachers in Tanzania need to enhance their learner centred teaching practices? Concerning the research methodology, this study consulted previous studies carried out in one country and those in various national and cultural contexts. The purpose was to examine and learn how past studies were designed, conducted, and achieved the research objectives. The researcher intended to choose the methodology that manages and controls complexities occurring during the teaching and learning in the classrooms and might affect the data collection. The methodology had to produce a thorough understanding of teachers' practices and perceptions. This criterion compelled the study to adopt a qualitative design. Scholars insist that classroom practices be studied properly by qualitative design. This design is effective to provide an understanding of the people, contexts, practices, and interactions. This study applied the ethnographic approach to explore the learner centred teaching practices extensively and in a natural classroom setting. The ethnographic approach enabled examining cultural attributes such as practices and perceptions as manifesting in the classrooms. It facilitated the acquisition of information that produced thick descriptions of learner centred teaching practices. In sampling, this study focused to select poor-performing schools that implement learner centred teaching. Teachers were chosen purposively to provide rich information needed to fulfil the purpose of the study. The data collection was conducted between November 2014 and March 2015. Afterward, the researcher continued to capture information from teachers to enrich the database. In the period between December 2015 and January 2016, teachers were given the chance to authenticate the findings. During the fieldwork, the researcher executed a series of activities in line with ethical principles. The data collection methods applied participant observations and semi structured interviews. The data was analyzed by thematic analysis and produced findings in terms of themes. Themes have been connected to the implementation of learner centred teaching practices in the classrooms. The analysis followed steps such as organizing the data for familiarization, reading the data thoroughly, writing and coding the transcripts/texts, formulating the themes, interpreting the meaning, and doing a repetition movement between findings and the database. The main findings of the study reveal that teachers' perceptions of learner centred teaching exhibited various views. The perceptions and practices towards the learner centred teaching in various stages of the lesson development displayed mixed practices. In this view, the findings on practices (what teachers practiced) and perceptions (what teachers reported) fall into three categories: Those aligned with the learner centred are described as discussing, demonstrating, homework, ongoing assessment, higher-order questioning, asking various questions, interactive seating arrangement, passing to groups during the discussion, teaching a small piece of content, and students presentation. Those aligned with the teacher centred are described as lecturing, reading textbooks, end of period assessment, lower-order questioning, neglecting students' views, and traditional seating arrangement. Also, practices created by teachers include students marking for themselves, slow students acting as indicators of learning and understanding, examining notes, involving few students, performing questions on the chalkboard, watching the entire class, and remedial teaching (these were created due to various reasons). To support teachers in executing learner centred practices, improvement is needed in the aspects such as in-service training, school based training, teachers' welfare, teaching materials, producing more science teachers, and testing students frequently. The researcher discussed findings by relating and comparing them with various research studies with reference to the implementation of learner centred teaching practices. In general, the research findings showed that teachers display similar as well as different educational practices. This study realizes the research gap and addresses theoretical and empirical contributions. Regarding theory, the literature indicated that the constructivist theory lacks clear instructions on how teachers should employ learner centred teaching practices in various stages of lesson development. This study addresses the gap by providing a broad understanding of the learner centred teaching practices applied by teachers in various stages of lesson development. To accomplish that aim, the study suggests proper constructivist and learner centred practices for guiding teachers in the classrooms (see Appendix VIII).:TABLE OF CONTENTS Page Executive summary ii-vi Zusammenfassungvii-xi Acknowledgementxii Dedicationxiii List of acronymsxiv Table of contentsxv-xviii List of Tablesxix List of Figuresxx CHAPTER ONE: INTRODUCTION 1.1 Background of the study1 1.2 Statement of the problem9 1.3 Purpose and research questions10 1.4 Significance of the study10 CHAPTER TWO: COMPARATIVE EDUCATION AND TRANSNATIONAL TRANSFER OF EDUCATIONAL POLICIES AND THE LEARNER CENTERED TEACHING PRACTICES 2.1 Introduction13 2.2 Comparative education13 2.3 The transnational transfer of policies and practices17 2.4 Comparative education in Tanzania21 2.5 Curriculum reform in Tanzania 24 2.6 The learner centred teaching practices and its empirical research in Tanzania 28 2.7 Comparative education research about the learner centred teaching 35 CHAPTER THREE: THE CONSTRUCTIVIST THEORY AND THE LEARNER CENTERED TEACHING PRACTICES 3.1 Introduction39 3.2 An overview of the teaching theory39 3.3 The constructivist theory and its characteristics40 3.4 Learner centered teaching practices53 3.5 Empirical research about the learner centered teaching practices70 3.6 Other aspects related to the implementation of the learner centered teaching practices75 3.7 Teacher centered practices80 3.8 Different stages of the lesson development as applied in teaching and learning practices83 CHAPTER FOUR: RESEARCH METHODOLOGY 4.1 Introduction90 4.2 Overview of the background of study and the research questions and methodology90 4.3 Research design92 4.4 Research approach95 4.5 Sampling methods96 4.6 Pilot study98 4.7 Data collection methods100 4.8 Data analysis107 4.9 Ethical and consent treatments114 4.10 Quality criteria considered in this study115 CHAPTER FIVE: FINDINGS OF THE STUDY 5.1 Introduction118 5.2 Perceptions regarding the stages during the teaching and learning process118 5.3 Presentation of findings that follow the stated cases120 Teacher A122 Teacher B135 Teacher C149 Teacher D162 5.4 The learner centred teaching practices on the reflection stage174 5.5 How students are involved in the learner centred teaching practices178 5.6 Support to improve the learner centred teaching practices180 CHAPTER SIX: DISCUSSION OF THE FINDINGS 6.1 Introduction 183 6.2 Overview of the discussion of findings183 6.3 Perceptions regarding the learner centered teaching184 6.4 Learner centred teaching practices employed in different stages of the lesson development ….188 6.5 Learner centred teaching practices employed in the reflection stage 203 6.6 How students are involved in the visited classrooms 205 6.7 Support to improve the learner centered teaching practices207 CHAPTER SEVEN: CONCLUDING PERSPECTIVES AND RECOMMENDATIONS 7.1 Introduction212 7.2 Concluding perspectives212 7.3 Limitations of the study217 7.4 Recommendations219 References221 Appendix I: Classroom observation schedule248 Appendix II: Semi structured interview for teachers257 Appendix III: Permission letter from regional education officer273 Appendix IV: Consent letter from teacher A274 Appendix V: Consent letter from teacher B274 Appendix VI: Consent letter from teacher C275 Appendix VII: Consent letter from teacher D275 Appendix VIII: Guidelines to consider for preparing, executing and assessing the learner centered teaching practices276 Schriftliche Erklärung277
Subject(s) Learner Centred, Teaching Practices, Constructivism Theory, Perceptions and Practices; info:eu-repo/classification/ddc/370; ddc:370
Language eng
Type of publication info:eu-repo/semantics/acceptedVersion; doc-type:doctoralThesis; info:eu-repo/semantics/doctoralThesis; doc-type:Text
Rights info:eu-repo/semantics/openAccess
Identifier urn:nbn:de:bsz:15-qucosa2-790451
Repository Dresden - Hochschulschriftenserver
Added to C-A: 2022-05-09;09:42:30