Pui Ki Patricia Kwok
Biographic Data
| ID | 6154966 |
|---|---|
| NAME | Pui Ki Patricia Kwok |
| GIVEN NAMES | Pui Ki Patricia |
| FAMILY NAME | Kwok |
| SIGNATURE | KWOK P K P |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0003-3999-3241 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Engaging student voice in Rwandan secondary schools
This study engages student voice in Rwandan secondary schools as a mechanism for understanding factors influencing learning in science, technology, engineering and mathematics (STEM) subjects, attitudes towards learning these disciplines and pupils' future aspirations. Data were collected from a cohort of 409 students enrolled in 12 secondary schools, via student booklets. Findings from this study highlight the profound impact of both intrinsic a…
Comparing stakeholders’ perceptions of the implementation of ‘learner-centred’ pedagogy
A successful implementation of educational reform relies not only on teachers, but also systemic support for them, and crucial involvement of multiple stakeholders. This qualitative study explores the implementation of ‘learner-centred’ pedagogy (LCP) in Rwanda. Semi-structured interviews were conducted with three stakeholder groups comprising government officials, teacher trainers and teachers from four ‘schools of excellence’ in Kigali City to …
Transitioning to an unfamiliar medium of instruction
In many post-colonial African countries, teaching using international languages as the medium of instruction (MOI) places particular challenges with respect to engaging students in learning. This paper explores pedagogical strategies used by Rwandan teachers in primary schools to support their students’ learning subject content when English is the MOI. Findings from 24 interviews and four focus group discussions in four 12-year Basic Education sc…
‘A good teacher should…’
There have been significant efforts to enhance teaching quality in Rwandan secondary schools. Despite this focus, there has been little attention to understanding this construct, and especially what it means for students who are most affected by it. To address this gap, this study explored with students comprehensively what they valued in a ‘good’ teacher. Data drew upon 75 group discussions involving 419 students across 12 schools from six Rwand…
Comparing stakeholders’ perceptions of the implementation of ‘learner-centred’ pedagogy
A successful implementation of educational reform relies not only on teachers, but also systemic support for them, and crucial involvement of multiple stakeholders. This qualitative study explores the implementation of ‘learner-centred’ pedagogy (LCP) in Rwanda. Semi-structured interviews were conducted with three stakeholder groups comprising government officials, teacher trainers and teachers from four ‘schools of excellence’ in Kigali City to …
Transitioning to an unfamiliar medium of instruction
In many post-colonial African countries, teaching using international languages as the medium of instruction (MOI) places particular challenges with respect to engaging students in learning. This paper explores pedagogical strategies used by Rwandan teachers in primary schools to support their students’ learning subject content when English is the MOI. Findings from 24 interviews and four focus group discussions in four 12-year Basic Education sc…
‘A good teacher should…’
There have been significant efforts to enhance teaching quality in Rwandan secondary schools. Despite this focus, there has been little attention to understanding this construct, and especially what it means for students who are most affected by it. To address this gap, this study explored with students comprehensively what they valued in a ‘good’ teacher. Data drew upon 75 group discussions involving 419 students across 12 schools from six Rwand…
Comparing stakeholders’ perceptions of the implementation of ‘learner-centred’ pedagogy
A successful implementation of educational reform relies not only on teachers, but also systemic support for them, and crucial involvement of multiple stakeholders. This qualitative study explores the implementation of ‘learner-centred’ pedagogy (LCP) in Rwanda. Semi-structured interviews were conducted with three stakeholder groups comprising government officials, teacher trainers and teachers from four ‘schools of excellence’ in Kigali City to …
Engaging student voice in Rwandan secondary schools
This study engages student voice in Rwandan secondary schools as a mechanism for understanding factors influencing learning in science, technology, engineering and mathematics (STEM) subjects, attitudes towards learning these disciplines and pupils' future aspirations. Data were collected from a cohort of 409 students enrolled in 12 secondary schools, via student booklets. Findings from this study highlight the profound impact of both intrinsic a…
Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Sociology (3 works) · Global Educational Policies and Reforms (2 works) · Perception (2 works) · Art (1 work) · Children's Rights and Participation (1 work) · Early Childhood Education and Development (1 work) · Education and Critical Thinking Development (1 work)