Recontextualization of learner-centred pedagogy in Rwanda
A comparative analysis of primary and secondary schools
Bibliographic Data
| ID | 11918988 |
|---|---|
| Authors | Hester van de Kuilen (University of Amsterdam, corresponding author), H K Altinyelken (0000-0003-2178-0862, University of Amsterdam), Joke Voogt (0000-0001-5035-9263, University of Amsterdam), Wenceslas Nzabalirwa (0000-0002-8299-2001, University of Rwanda) |
| Year | 2020 |
| Volume | 52 |
| Issue | 6 |
| Pages | 966-983 |
| Publication date | 2020-12-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057925.2020.1847044 |
| OpenAlex | W3115889228 |
| Language | EN |
| Citations received | 13 |
| References cited | 35 |
Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The study is based on interviews and classroom observations of 12 effective primary and 12 effective secondary teachers working in eight well-performing schools; the analysis draws on Schweisfurth’s minimum standards for LCP. This Rwandan case reveals that the majority of primary and secondary teachers stimulated open and respectful classroom interactions. However, recontextualization of constructivism differed substantially between the two groups. Furthermore, the findings highlight the importance of more research into the dynamics between the various standards for LCP, and the interaction of these standards with contextual factors
Comparative case · Constructivism (international relations · International relations · Mathematics education · Pedagogy · Political science · Primary education · Qualitative analysis · Qualitative research · School teachers · Secondary education · Social science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Psychology
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Teacher agency in the context of pedagogical reform in Rwanda
Creating classrooms for change
Bringing learner-centered online peer assessment and feedback to Indian and Canadian high schools
The use of blended learning to promote learner-centered pedagogy in elementary math classrooms
Teaching and learning for life skills development
Groupwork and collaborative learning
Recontextualisation of religious moderation teaching for strengthening the identity of Islam Nusantara
‘A good teacher should…’
Comparing stakeholders’ perceptions of the implementation of ‘learner-centred’ pedagogy
Characteristics and causes of China's mathematics teaching paradigm
Learner-centred education and English medium instruction
Either/or literacies
Educational psychology
Learner-centred Education in International Perspective
The role of beliefs in teacher agency
The World Bank’s Saber
The Things They Learned
The Orderly Entrepreneur
Language choice and education quality in Eastern and Southern Africa
Impact of initial teacher education for prospective lower secondary school teachers in Rwanda
The real and the ideal”
The reconceptualisation of learner-centred approaches
Translating theory into practice
Rwanda's potential to achieve the millennium development goals for education
Learner-centred education in developing country contexts
Learner-centred education and ‘cultural translation’
Policy adoption of learner-centred pedagogy in Rwanda
Education policy borrowing in China
Language and inequality
Policy transfer, sustainable development and the context s of education
Border Crossings
Comparative education, the ‘New Paradigm’ and policy borrowing
Pedagogical renewal in sub‐Saharan Africa
Processes of Policy Borrowing in Education
Funds of knowledge for teaching
Ethnicity and Power in Burundi and Rwanda
The transfer, translation and transformation of educational processes
Between Faith and Science
School Teacher
| Unique citing works | 13 |
|---|---|
| Citations per year | 2.6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |