The reconceptualisation of learner-centred approaches: a Namibian case study

Impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural pre-schools

“…The focus in learner-centred teaching is to enable an individual learner to construct knowledge for him or herself using the environment, including both the physical and social environments, and therefore require a flexible curriculum within the broad parameters of the socially constructed curriculum. To enable the practice of Learner Centred Pedagogies (LCP) various efforts were made by government's countries including promoting teacher education programmes looking at aspects of learner-centred education and short orientation courses for teachers (Croft, 2002;O'Sullivan, 2004). The programme stresses active-learning, improvisation, and learning-by-doing to make the curriculum content more meaningful.…”

Cultural Attributes of Students to Make Student-Centered Approach Successful

“…A teacher could explain to them that that the best way to learn something is to teach it, so peer tutoring works well for this group. Good usage of grammar and spelling (11) Some mistakes in grammar and spelling (6) Misspelled words and poor control over grammar (3) Part of student-centered learning is student self-assessment and self-correction. However, when students are asked to assess their own or peers' work, students from some cultures (typically Asian) are overcritical, while from others (South America, Arabic countries) tend to credit each other with higher grades.…”

“…Here, we will define student centered approach to teaching as a method when a student is placed in the center of learning and he /she is active, learns while being engaged in an activity, and bears primary responsibility for the outcomes of this activity. It is a Western approach to learning and may not necessarily transfer to other countries with different learning cultures [11]. Therefore, here we will focus on some student attributes specific to culture that should be taken into consideration when teaching students native of different areas namely from Arabic, Asian and South American and Eastern European countries when teaching in a student centered classroom.…”

Teachers’ approaches to language classroom assessment in Cameroon primary schools

“…Studies have been carried out on primary classroom assessment (Rea-Dickins 2001, Pryor and Lubisi 2002, O'Sullivan 2004, Jane, 2012 but the present study seeks specifically to find out teachers' approaches to language classroom assessment in the primary school in Cameroon. One way to check on the language learning progress of children is by examining the approaches to classroom assessment.…”

“…Cohen et al (2011) and Denzin and Lincoln (2011) argue that this method of sampling is sufficient for a small scale research where there is no desire to generalise beyond the sample in question. Moreover, Pryor and Lubisi (2002) and O'Sullivan (2004) Namibia applied a similar sampling technique. In the absence of generalisability of the research results I wanted the research to be representative of the school levels.…”