Reforming Pedagogy in Cambodia

Ogisu, Takayo

doi:10.1007/978-981-16-6750-3

Cited by 1 publication

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“…The widely held belief about this instructional philosophy is that its core principle-that is, the principle of reinforcement-fails to adequately address the complexities of critical thinking, problem-solving, and decision-making (Lockard & Abrams, 2004; Wake eld, 2007). Consequently, numerous countries and concerned agencies have advocated for the need to shift from the behaviorist philosophy of education to the constructivist philosophy of teaching to improve the quality of education and, most importantly, remedy the educational limitations associated with the behaviorist instructional philosophy (Basturk, 2016;Ogisu, 2022). Several African countries such as South Africa (Brodie et al, 2002), Namibia (O'Sullivan, 2004), Tanzania (Vavrus, 2009 2010), etc., have, therefore, devised educational reforms in which the constructivist teaching approach has been adopted as the new educational approach capable of ensuring quality education (Ogisu, 2022).…”

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confidence: 99%

Understanding the Interplay Between Language Teachers’ Efficacy and Constructivist Pedagogy in Ghana’s Evolving Education Landscape: A Structural Equation Modelling Analysis

Nyamekye,

Asare-Danso,

Ofori

2024

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The education system in Ghana is undergoing a transition from a behaviorist instructional philosophy to a constructivist one, aiming to produce learners who can actively contribute to nation-building. Nonetheless, given the weighing demands on teachers regarding this abrupt shift into constructivist teaching, there is a need to examine teachers sense of efficacy related to the enactment of core principles of this novel instructional philosophy—i.e., social, cognitive, and critical constructivism— laid down in the newly introduced standards-based curriculum. An explanatory sequential mixed method was used to obtain data from basic school teachers in the Sunyani-west district of Bono Region, Ghana. Using adapted teacher self-efficacy and constructivist learning environment scales, quantitative data were gathered from 104 teachers. Qualitative data were also gathered from 61 conveniently sampled language teachers to augment the quantitative findings. Using partial least squares structural equation modelling, a significant positive association was discovered between teachers’ efficacy and the practice of social and cognitive constructivism. Nonetheless, teachers’ efficacy did not statistically predict their practice of critical constructivism. The qualitative results showed that sociocultural concerns probably accounted for the insignificant association between efficacy and critical constructivism. It was therefore concluded that sociocultural norms designed for bringing up a child in Ghana tend to inhibit the enactment of critical constructivism. The study recommends that the National Council for Curriculum and Assessment, in partnership with the Ghana Tertiary Education Commission, should update teacher professional development programs in universities and colleges of education to incorporate constructivist principles, particularly critical pedagogy, aiming to produce competent teachers capable of fostering learners' autonomy, critical thinking, and problem-solving skills as outlined in the Standards-Based Curriculum (SBC)..

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