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
- Eritrea Learning For All: Developing Post-Graduate Degree Programs
- Posti-Ahokas, Hanna
- Ulkoministeriö
OKM-raportointi: Kyllä
Raportointivuosi: 2021
JUFO-taso: 1
