A1 Journal article (refereed)
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 authors or editors

Publication details

All authors or editors: Tadesse, Abraham; Eskelä-Haapanen, Sirpa; Posti-Ahokas, Hanna; Lehesvuori, Sami

Journal or series: Learning, Culture and Social Interaction

ISSN: 2210-6561

eISSN: 2210-657X

Publication year: 2021

Volume: 28

Article number: 100451

Publisher: Elsevier BV

Publication country: Netherlands

Publication language: English

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

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/77139


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.

Keywords: pedagogy; educational methods; interactivity; secondary education; teachers; conceptions; attitudes

Free keywords: learner-centred interactive pedagogy; teachers' perceptions; secondary school teachers; Eritrea

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Ministry reporting: Yes

Reporting Year: 2021

JUFO rating: 1

Last updated on 2022-20-09 at 15:21