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 editorsTadesse, Abraham; Lehesvuori, Sami; Posti-Ahokas, Hanna; Moate, Josephine

Journal or seriesThinking Skills and Creativity

ISSN1871-1871

eISSN1878-0423

Publication year2023

Publication date13/08/2023

Volume50

Article number101379

PublisherElsevier

Publication countryNetherlands

Publication languageEnglish

DOIhttps://doi.org/10.1016/j.tsc.2023.101379

Publication open accessOpenly available

Publication channel open accessPartially 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.


Keywordspedagogyeducational methodsinteractioninteractivity

Free keywordslearner-centred interactive pedagogy; dialogic interaction; classroom interaction; secondary school; Eritrea


Contributing organizations


Ministry reportingYes

Reporting Year2023

Preliminary JUFO rating1


Last updated on 2024-03-04 at 17:46