A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Eritrean teachers' perceptions of learner-centred interactive pedagogy (2021)


Tadesse, A., Eskelä-Haapanen, S., Posti-Ahokas, H., & Lehesvuori, S. (2021). Eritrean teachers' perceptions of learner-centred interactive pedagogy. Learning, Culture and Social Interaction, 28, Article 100451. https://doi.org/10.1016/j.lcsi.2020.100451


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Tadesse, Abraham; Eskelä-Haapanen, Sirpa; Posti-Ahokas, Hanna; Lehesvuori, Sami

Lehti tai sarja: Learning, Culture and Social Interaction

ISSN: 2210-6561

eISSN: 2210-657X

Julkaisuvuosi: 2021

Volyymi: 28

Artikkelinumero: 100451

Kustantaja: Elsevier BV

Julkaisumaa: Alankomaat

Julkaisun kieli: englanti

DOI: https://doi.org/10.1016/j.lcsi.2020.100451

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus:

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/77139


Tiivistelmä

In most sub-Saharan African countries, mainstreaming learner-centred interactive pedagogy (LCIP) is defined as a policy priority. Similarly, Eritrea has adopted the same policy to seek a solution to its educational challenges. Rather than rote mastery of course content, the LCIP approach prioritises learners in constructing knowledge through interaction, active participation and controlling the learning process. This paper explores secondary school teachers' perceptions of LCIP and their challenges in implementing this pedagogical approach. Constructivism and sociocultural learning theory are considered conceptual frameworks to highlight LCIP as an approach for teaching and learning. Qualitative data from 12 teachers' interviews were analysed through qualitative content analysis and inductive reasoning. The findings suggest that without laying the necessary foundation, the policy emphasis on LCIP, which is considered critical in addressing educational challenges, puts pressure on teachers to employ LCIP while it remains idealised. Furthermore, the findings indicate that diverse challenges should be addressed to generate change in classroom practices in Eritrean secondary schools by implementing the LCIP approach.


YSO-asiasanat: pedagogiikka; opetusmenetelmät; interaktiivisuus; toisen asteen koulutus; opettajat; käsitykset; asenteet

Vapaat asiasanat: Eritrea


Liittyvät organisaatiot


Hankkeet, joissa julkaisu on tehty


OKM-raportointi: Kyllä

Raportointivuosi: 2021

Alustava JUFO-taso: 1


Viimeisin päivitys 2021-14-07 klo 11:37