Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low-to middle-income countries

Bremner, Nicholas; Sakata, Nozomi; Cameron, Leanne

doi:10.1016/j.tate.2023.104033

Cited by 4 publications

(8 citation statements)

References 65 publications

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“…MacPhail et al, 2019;Malm, 2020) on the one hand and how such a motivation "is gradually formed by professionals' effort into work" on the other (Nguyen, 2023, p. 1). Such insights seem to contradict calls for expert-driven training of TEs in low and middle-income contexts when implementing explicitly encouraged teaching practices as the learner-centred pedagogy (Barnes et al, 2018;Bremner et al, 2023).…”

Section: Practice-based Professional Learning By Teacher Educatorsmentioning

confidence: 99%

“…Initiatives for improving the facilitation of reflection in teacher education could be an enabling factor for enacting learner-centred pedagogy (Bremner et al, 2023) on the one hand and a viable context for exploring practice-based professional learning possibilities on the other. This is mainly because reflective teaching is associated with taking responsibility for one's professional development (Zeichner & Liston, 2014).…”

Section: Practice-based Professional Learning By Teacher Educatorsmentioning

confidence: 99%

“…(Reflective journal, 29.03.2021). Accordingly, student teachers had, at best, fragmented opportunities to reflect on themselves and their learning experiences, practices that would have otherwise allowed them to encounter experiences congruent with learner-centred pedagogy (Bremner et al, 2023).…”

Section: Researching Practicesmentioning

confidence: 99%

“…This stance further highlights the The tension and the source of motivation revealed in this excerpt is the urgency of coming out of the inertia of transmission-oriented teaching practices at the college. Motivations arising from the need to adapt responsive teaching approaches in line with the explicit calls of the student teachers for enhanced engagement and interactivity highlight the role of teacher education-related factors in contributing towards integrating learner-centred pedagogy in the school system (Bremner et al, 2023). However, educators' practices are constrained, not necessarily determined, by institutional and national contexts (Vanassche et al 2021).…”

Section: Motivations For Improvementsmentioning

confidence: 99%

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Towards practice-based professional development by teacher educators

Idris,

Kálmán

2023

NJCIE

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Teacher education reform has advocated the implementation of widely espoused pedagogic changes in many contexts, particularly in Sub-Saharan African countries. This paper focused on the central agents in the reform process, i.e., teacher educators. Framed within the emerging conceptualizations of practice-based professional development of teacher educators, the study explores perspectives for improving educators’ teaching based on the self-study experiences of the first author while supporting the reflective practices of a group of student teachers in Eritrea. Self-study methods and tools including interactive discussions among colleague educators and critical friends, journaling, and course artifacts were used while developing the findings. The findings identified the dynamics of how researching situated concerns of teaching and learning frames problems of practice and also invokes sources and situations for developing motivations of educators in maintaining inquiry and improvement stances. We argue that such a dynamic is critical in productively engaging with teacher educators' professional learning in practice in similar contexts.

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Section: Practice-based Professional Learning By Teacher Educatorsmentioning

confidence: 99%

Section: Practice-based Professional Learning By Teacher Educatorsmentioning

confidence: 99%

Section: Researching Practicesmentioning

confidence: 99%

Section: Motivations For Improvementsmentioning

confidence: 99%

See 2 more Smart Citations

Towards practice-based professional development by teacher educators

Idris,

Kálmán

2023

NJCIE

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“…In a region where resources are scarce, competent and trained staff should support the ability to prioritize resource allocation. In this regard, misplaced priorities and a need for more ability to manage the resources represent additional factors impacting education quality [66]. According to UNICEF [67], in most SSA countries, almost half of the public educational financial resources are dedicated to the most privileged students, while less privileged children do not attend the educational system or withdraw from it.…”

Section: Teacher Educationmentioning

confidence: 99%

Barriers and Challenges Affecting Quality Education (Sustainable Development Goal #4) in Sub-Saharan Africa by 2030

Zickafoose,

Ilesanmi,

Diaz-Manrique

et al. 2024

Sustainability

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Education is a fundamental human right and a crucial tool for sustainable human capacity development, which can advance the economic growth of a country. Yet for many children in sub-Saharan Africa (SSA), quality education remains out of reach. This study aimed to identify the barriers and challenges to enacting Sustainable Development Goal 4: “Ensuring Inclusive, Equitable, and Quality Education and the Promotion of Lifelong Learning Opportunities for All”. Through a content analysis of the relevant literature, we identified three themes: funding constraints, access and inclusion, and teacher education. Regarding funding, issues of resource allocation, technical capacity, and accountability were identified as primary factors requiring intervention strategies to become fully realized in SSA. When exploring access and inclusion, we found that incorporating students with disabilities, gender disparities, physical barriers, and inadequate curriculum are essential factors limiting quality education in SSA. Finally, teachers’ conditions and training emerged as crucial challenges to reach quality pedagogy. Some SSA countries have improved their efforts for quality education, but these barriers and challenges continue to impact education for all children. A new perspective on mitigating these impediments can address several factors responsible for the exclusion of diverse groups from accessing quality education in the SSA region.

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