Perceptions of teaching quality in Rwandan secondary schools: A contextual analysis

Carter, Emma; Onwuegbuzie, Anthony J.; Singal, Nidhi; Velde, Loes van der

doi:10.1016/j.ijer.2021.101843

Cited by 13 publications

(2 citation statements)

References 8 publications

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“…And this has led to the teachers in this study working hard to create warmer classroom environments, with “joy and laughter” (van der Kuilen et al, 2020, p. 12). Another study of Rwandan secondary school teachers shows that many emphasize the importance of being role models, inculcating cultural values, and actively engaging all students (Carter et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Teaching and learning for life skills development: Insights from Rwanda’s 12+ programme for adolescent girls

D'Angelo¹,

Marcus²,

Ngabo³

2022

Development Policy Review

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Summary Motivation The development of life skills has been increasingly recognized in formal and non‐formal education programmes as critical to enabling young people to flourish in personal relationships, the workplace, and wider society. Recent competency‐based curricular reform reflects a growing consensus on the importance of developing a combination of socioemotional, cognitive, and practical skills to overcome contemporary social, environmental, and economic global challenges. Yet there is limited research examining the pedagogical practices that lead to the effective development of such skills. Purpose This article seeks to fill that gap by drawing on lessons from Rwanda’s 12+ programme, a non‐formal life skills programme for adolescent girls. Examining potential links between pedagogical practices and the programme’s impacts on adolescent girl participants, it enquires into lessons that can be learnt for both formal and non‐formal schooling. Methods and approach Insights from focus groups and interviews with 12+ graduates (ages 15–17) and mentors were triangulated with analysis of project documentation including teaching and learning materials. Findings Five insights are highlighted: structured teaching and learning materials and scaffolded support for mentors; the use of dialogic teaching; experiential learning opportunities; the importance of safe spaces and trusting relationships; and the engagement of mentors as role models. These combined ingredients of effective life skills programming were perceived to have led to the development of adolescent girls' skills, knowledge, and attitudes, including confidence, voice and agency, financial literacy, self‐efficacy, and self‐care. Policy implications Teacher education and ongoing professional development should focus on strengthening teachers' capacity to use learner‐centred, interactive methods, and to foster positive social relationships with and among learners. Sharing of materials and approaches between non‐formal programmes and the formal education system should be encouraged.

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Section: Discussionmentioning

confidence: 99%

Teaching and learning for life skills development: Insights from Rwanda’s 12+ programme for adolescent girls

D'Angelo¹,

Marcus²,

Ngabo³

2022

Development Policy Review

View full text Add to dashboard Cite

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“…Ideal teaching refers to quality teaching, which means everything is excellent or perfect. Carter et al (2021) define quality as an activity that meets, exceeds, and satisfies the needs and expectations of customers/students, recognizing that these needs will change from time to time. Despite the prevalence of this concept in education, the meaning of 'quality 'still needs to be clarified, and no definition can fully complement it (Jusoh & Mlibari, 2018).…”

Section: Ideal Teachingmentioning

confidence: 99%

Gen Z Students Perception of Ideal Learning in Post-Pandemic: A Phenomenological Study From Indonesia

Helaluddin,

Fitriyyah,

Rante

et al. 2023

INT J EDUC METHODOL

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<p style="text-align: justify;">This study aims to investigate the perceptions of Generation Z students about ideal learning after the pandemic in Indonesia. This research uses a qualitative design with a phenomenological approach. There were 30 students from 6 different campuses in Serang City, Banten, Indonesia, who used a purposive sampling technique as research participants. Data collection was carried out using semi-structured interviews, which were then analyzed using thematic analysis techniques. The findings of this study state that there are four main themes regarding ideal post-pandemic learning, namely: (a) learning that is not monotonous, (b) equal portions of theory and practice, (c) ideal learning managed by an ideal lecturer, and (d) the need for the application of blended learning. This research contributes to the current literature on designing ideal learning on campus after the COVID-19 pandemic.</p>

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Teaching and learning science as inquiry: an outlook of teachers in science education

Twizeyimana,

Shyiramunda,

Dufitumukiza

et al. 2024

SN Soc Sci

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For years, educators have recognized inquiry-based learning as a cutting-edge and promising approach in science education. However, the connection between teachers’ beliefs and practices and students’ attitudes within inquiry-based classrooms has not been fully explored. This study employs a mixed-methods approach, combining quasiexperimental and descriptive research designs with quantitative data analysis. The results indicate a statistically significant difference in the performance of students who participated in a Chemistry Achievement Test between the control and experimental groups (t = 5.66, p < 0.05). Furthermore, our research highlights teachers’ optimistic views and eagerness to embrace inquiry-based learning. They perceive it as a means to ignite students’ enthusiasm for science subjects and foster the acquisition of essential science process skills through practical activities. This study contributes to a deeper understanding of the interplay between teacher perspectives, instructional methods, and students’ grasp of the scientific process in science education, emphasizing the potential benefits of inquiry-based learning for enhancing science education.

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Perceptions of teaching quality in Rwandan secondary schools: A contextual analysis

Cited by 13 publications

References 8 publications

Teaching and learning for life skills development: Insights from Rwanda’s 12+ programme for adolescent girls

Teaching and learning for life skills development: Insights from Rwanda’s 12+ programme for adolescent girls

Gen Z Students Perception of Ideal Learning in Post-Pandemic: A Phenomenological Study From Indonesia

Teaching and learning science as inquiry: an outlook of teachers in science education

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