ABSTRACT

Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The study is based on interviews and classroom observations of 12 effective primary and 12 effective secondary teachers working in eight well-performing schools; the analysis draws on Schweisfurth’s minimum standards for LCP. This Rwandan case reveals that the majority of primary and secondary teachers stimulated open and respectful classroom interactions. However, recontextualization of constructivism differed substantially between the two groups. Furthermore, the findings highlight the importance of more research into the dynamics between the various standards for LCP, and the interaction of these standards with contextual factors.

摘要

尽管有大量证据表明实施失败，但以学习者为中心的教学法 (LCP) 已成为一种全球教学法，并已在卢旺达等撒哈拉以南非洲国家采用。大多数研究都检查了它在小学或中学的实施情况。然而，这项定性研究采用比较方法，旨在探索卢旺达中小学教师如何定义、感知和重新定位 LCP。该研究基于对在八所表现良好的学校工作的 12 名有效小学教师和 12 名有效中学教师的访谈和课堂观察；该分析借鉴了 Schweisfurth 的 LCP 最低标准。这个卢旺达案例表明，大多数中小学教师激发了开放和尊重的课堂互动。然而，建构主义的重新语境化在两组之间存在很大差异。此外，研究结果强调了对 LCP 的各种标准之间的动态进行更多研究的重要性，以及这些标准与背景因素的相互作用。