A1 Journal article (refereed)
The Learner-Centred Interactive Pedagogy classroom : Its implications for dialogic interaction in Eritrean secondary schools (2023)

Tadesse, A., Lehesvuori, S., Posti-Ahokas, H., & Moate, J. (2023). The Learner-Centred Interactive Pedagogy classroom : Its implications for dialogic interaction in Eritrean secondary schools. Thinking Skills and Creativity, 50, Article 101379. https://doi.org/10.1016/j.tsc.2023.101379

JYU authors or editors

Publication details

All authors or editors: Tadesse, Abraham; Lehesvuori, Sami; Posti-Ahokas, Hanna; Moate, Josephine

Journal or series: Thinking Skills and Creativity

ISSN: 1871-1871

eISSN: 1878-0423

Publication year: 2023

Publication date: 13/08/2023

Volume: 50

Article number: 101379

Publisher: Elsevier

Publication country: Netherlands

Publication language: English

DOI: https://doi.org/10.1016/j.tsc.2023.101379

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/89047

Abstract

Learner-centred interactive pedagogy (LCIP) emphasises skills, such as enquiring, analysing, evaluating, problem-solving and critical thinking which require students to interact and participate in classroom discourses by drawing on their own experiences. This study focuses on the manifestations LCIP in promoting teacher-student classroom interaction in Eritrean secondary classrooms and explores the seeds of dialogic interaction in fostering LCIP. In 2003, the Ministry of Education in Eritrea (MoE) reformed the traditional learning approaches and developed new pedagogical practices guided by LCIP. In response to the educational reform, various learning strategies including group- and pair work activities, generating open questions, student presentation and some features of dialogue have been employed by teachers to develop LCIP in classrooms, although little research has explored how teachers implement LCIP in practice. The research reported here is based on twelve video-recorded lessons from secondary schools in two regions of Eritrea. The lessons were analysed to explore the different forms of interaction present in Eritrean classrooms. Despite teachers’ effort in practicing LCIP, the findings suggest that teachers have still continued with more conventional teaching. Nevertheless, the findings also reveal the presence and potential of dialogic moments indicating the value of developing LCIP with dialogic interaction through more and active student involvement to enhance classroom interaction. The findings suggest that knowledge of LCIP and dialogic interaction support experience of learning in Eritrea and are an important means to invigorate teacher education and professional development programs for improving the quality of education.

Keywords: pedagogy; educational methods; interaction; interactivity

Free keywords: learner-centred interactive pedagogy; dialogic interaction; classroom interaction; secondary school; Eritrea

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2023

JUFO rating: 1