Enhancing teachers' competencies on learner-centred approaches through learning study in Tanzanian schools

Abstract

Stressing the use of particular methods, which have either high student involvement or participation, is what I call a "Traditional perspective" of looking at LCA. In fact, teaching strategies have nothing to do with student learning if they do not focus on what the students are expected to develop in a particular lesson. Letting teachers rely on particular instruction methods and ignoring others, which may be

Assesment Of The Effectiveness To Which Lecturers Apply Learner-Centered Techniques In Teaching And Learning Process In Universities In Tanzania: A Case Study Of Mwenge Catholic University

“…However the findings show that some of the lecturers shift from the planned teaching strategies to fit the needs of the learners based on their nature and lecture hall facilities. The findings here are in support ofMsonde (2011) which points out that whenever good plans and selection of teaching methods are made leads to enhanced students involvement at different stages of the lesson. During the interview 85% of the lecturers involved said that the LCT techniques vary with the subject and the objective of teaching.…”

“…While non-participatory instructional methods included: question and answers, storytelling, songs, lecture, chalkboard notes and talks (URT, 1997). LCT is viewed differently whereby practitioners that learners" active engagement in a lesson does not guarantee students learning but teachers understanding of the approach and their pedagogical motivation to engage students in the instructional practice (Msonde, 2011;Mushi, 2004). Despite of the fact that LCT is viewed as a difficult endeavour for practitioners as it is felt that learner centered practices are not very familiar there is a need to assess the extent to which classroom teaching is learner-centered (Blumberg and Pontiggia, 2011).…”

“…Tabulawa (1998) noted that, besides the popularity of LCT in the 21st century, in practice, classroom practices are predominantly teacher-centered rather than learner centered. Learners" active engagement in a lesson does not guarantee students learning but teachers understanding of the approach and their pedagogical motivation to engage students in the instructional practice (Msonde 2011, Mushi,2004. According to Keith, Rugambwa, Varvrus, and Maganga, (2016) their book on Learner centred approaches recommends that different use of LCTs in teaching and learning process tends to promote independent learning.…”

Implications of teacher educators’ practices in assessment for student learning in Tanzania

“…Some were not able to set assessment tools that reflected the student learning outcomes (Nzilano, 2013), and others suggested they did not have enough time to plan assessment and construct high quality assessment tools. Mtitu (2014) undertook a study that is similar to that conducted by Msonde (2011). For his part, Mtitu focused on exploring learnercentred teaching (LCT) in Tanzania from the perceptions and experiences of secondary school geography teachers.…”

Re-Innovation of Learner-Centered Pedagogy in Tanzania’s Secondary Schools

“…In fact, the introduction of learner-centered pedagogy in the Tanzania school curriculum aimed to shift teachers from teaching to learning in their daily instructional practices (Hojlund, Mtana, & Mhando, 2001;Wangeleja, 2003). Yet, recent studies indicate that, although teachers underwent training on how to employ learner-centered instruction (LCI) in teachers' training colleges, they have stuck with their traditional teaching practices (Msonde, 2009(Msonde, , 2011. Such a situation is attributable to inappropriate Teacher Professional Development (TPD) trainings offered to in-service and preservice teachers on how to practice LCI in larger classroom settings.…”