Alphonse Uworwabayeho
Biographic Data
| ID | 6175804 |
|---|---|
| NAME | Alphonse Uworwabayeho |
| GIVEN NAMES | Alphonse |
| FAMILY NAME | Uworwabayeho |
| SIGNATURE | UWORWABAYEHO A |
| AFFILIATIONS | University of Rwanda |
| ORCID | 0000-0003-2651-1848 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Lesson observation tool for project-based learning
Introduction The CBC has been implemented in pre-primary through secondary schools in Rwanda. However, a gap was found in assessing the implementation of the CBC since there is no documentation to fulfill the need. Methodology This study is a product of a validated and reliable Lesson Observation Tool for Project-based Learning (LOTPBL), designed to fill the gap in monitoring and assessing the implementation of a competence-based curriculum withi…
Exploring mathematics teachers’ insights and practices of project-based learning in primary schools of Nyamasheke district, Rwanda
Introduction Project-based Learning (PjBL) holds a paramount foundation in fostering a human resource equipped with practical skills and innovative mindset necessary for sustainable growth and prosperity. Methods This study investigated the teachers’ insights and practices in project-based learning teaching methods of mathematics, with eight teachers selected in one district of Rwanda. A qualitative exploratory design was used to collect data fro…
Umuzigo w’inyongera
This paper argues that learning in an unfamiliar language of learning and teaching (LoLT) negatively impacts Rwandan girls in the early years of lower secondary education. Based on classroom observation and interviews with case-study girls in four Rwandan secondary schools, we show that where girls’ life circumstances differ, so too does the way in which the use of an unfamiliar LoLT affects them. Through the development of five typologies, we ex…
Silence and silencing in the classroom
This paper develops the notion of epistemic exclusion as a way of exploring the different types of silence and silencing that happen in English medium Rwandan classrooms. By focusing on classroom observations of teachers’ pedagogic practices and the ways in which girls interact in the classrooms, we demonstrate how experiences of epistemic exclusion intersect with other mechanisms of marginalisation, in this case related to gendered norms and exp…
Learner-centred education and English medium instruction
This paper shows how one mathematics teacher, in a government secondary school in rural Rwanda, re-contextualises learner centred education (LCE) and English medium instruction (EMI) policies in classroom practice. Data are drawn from an ethnographic, critical case study and include lesson transcripts and teacher and student perspectives. The study indicates the importance of including non-verbal language in investigations of classroom interactio…
Developing the capacity of education local leaders for sustaining professional learning communities in Rwanda
Constructing school leaders as autonomous professionals through management and leadership training constitutes the first step to releasing their potential to improve school quality. Despite major gains by the Ministry of education in Rwanda, particularly training and recruitment of teachers and introduction of a coordination system to ensure professional development and management of teachers, the education sector is still challenged to ensure th…
From ambition to practice
Learner-centered pedagogy (LCP) is one of the best approaches in developing knowledge, skills, and attitudes of learners to cope with the changing world. Implementation of LCP practices tend to vary from one context to another. It is within this perspective that this study was conducted with the aim of investigating the teachers’ attitudes toward LCP in public primary schools located in Nyarugenge District. A sample size of 165 teachers was selec…
Textbook availability and use in Rwandan basic education
Textbook availability and use in Rwandan basic education
Silence and silencing in the classroom
This paper develops the notion of epistemic exclusion as a way of exploring the different types of silence and silencing that happen in English medium Rwandan classrooms. By focusing on classroom observations of teachers’ pedagogic practices and the ways in which girls interact in the classrooms, we demonstrate how experiences of epistemic exclusion intersect with other mechanisms of marginalisation, in this case related to gendered norms and exp…
Learner-centred education and English medium instruction
This paper shows how one mathematics teacher, in a government secondary school in rural Rwanda, re-contextualises learner centred education (LCE) and English medium instruction (EMI) policies in classroom practice. Data are drawn from an ethnographic, critical case study and include lesson transcripts and teacher and student perspectives. The study indicates the importance of including non-verbal language in investigations of classroom interactio…
Textbook availability and use in Rwandan basic education
From ambition to practice
Learner-centered pedagogy (LCP) is one of the best approaches in developing knowledge, skills, and attitudes of learners to cope with the changing world. Implementation of LCP practices tend to vary from one context to another. It is within this perspective that this study was conducted with the aim of investigating the teachers’ attitudes toward LCP in public primary schools located in Nyarugenge District. A sample size of 165 teachers was selec…
Developing the capacity of education local leaders for sustaining professional learning communities in Rwanda
Constructing school leaders as autonomous professionals through management and leadership training constitutes the first step to releasing their potential to improve school quality. Despite major gains by the Ministry of education in Rwanda, particularly training and recruitment of teachers and introduction of a coordination system to ensure professional development and management of teachers, the education sector is still challenged to ensure th…
Learner-centred education and English medium instruction
This paper shows how one mathematics teacher, in a government secondary school in rural Rwanda, re-contextualises learner centred education (LCE) and English medium instruction (EMI) policies in classroom practice. Data are drawn from an ethnographic, critical case study and include lesson transcripts and teacher and student perspectives. The study indicates the importance of including non-verbal language in investigations of classroom interactio…
Umuzigo w’inyongera
This paper argues that learning in an unfamiliar language of learning and teaching (LoLT) negatively impacts Rwandan girls in the early years of lower secondary education. Based on classroom observation and interviews with case-study girls in four Rwandan secondary schools, we show that where girls’ life circumstances differ, so too does the way in which the use of an unfamiliar LoLT affects them. Through the development of five typologies, we ex…
Silence and silencing in the classroom
This paper develops the notion of epistemic exclusion as a way of exploring the different types of silence and silencing that happen in English medium Rwandan classrooms. By focusing on classroom observations of teachers’ pedagogic practices and the ways in which girls interact in the classrooms, we demonstrate how experiences of epistemic exclusion intersect with other mechanisms of marginalisation, in this case related to gendered norms and exp…
Lesson observation tool for project-based learning
Introduction The CBC has been implemented in pre-primary through secondary schools in Rwanda. However, a gap was found in assessing the implementation of the CBC since there is no documentation to fulfill the need. Methodology This study is a product of a validated and reliable Lesson Observation Tool for Project-based Learning (LOTPBL), designed to fill the gap in monitoring and assessing the implementation of a competence-based curriculum withi…
Exploring mathematics teachers’ insights and practices of project-based learning in primary schools of Nyamasheke district, Rwanda
Introduction Project-based Learning (PjBL) holds a paramount foundation in fostering a human resource equipped with practical skills and innovative mindset necessary for sustainable growth and prosperity. Methods This study investigated the teachers’ insights and practices in project-based learning teaching methods of mathematics, with eight teachers selected in one district of Rwanda. A qualitative exploratory design was used to collect data fro…
Psychology (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Multilingual Education and Policy (3 works) · Political science (3 works) · Problem and Project Based Learning (3 works) · Sociology (3 works) · Class (philosophy (2 works) · Computer Science (2 works) · Curriculum (2 works)