Structured pedagogy in rural Uganda
Teachers’ use of structured lesson plans
Bibliographic Data
| ID | 21494619 |
|---|---|
| Authors | Jennifer Fortet (Stanford University, corresponding author) |
| Year | 2025 |
| Volume | 51 |
| Issue | 2 |
| Pages | 216-229 |
| Publication date | 2025-03-15 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2025.2449673 |
| OpenAlex | W4406104042 |
| Language | EN |
| References cited | 11 |
Attending school does not necessarily lead to learning. In the classroom, quality of teaching is one of the most significant factors in determining pupil outcomes. Structured pedagogy programmes are designed to support teaching practice and have led to improved learning outcomes at scale across different contexts including in low-income countries. Structured lesson plans are a critical part of structured pedagogy approaches. This case study explored the use of structured lesson plans by grade 5 mathematics teachers in a rural district of Uganda to better understand teachers’ experiences using the resource and how teaching and learning were impacted. Lesson observations found that teachers adopted new teaching practices and pupil engagement increased. Focus groups and interviews revealed that teachers perceived structured lesson plans as a useful tool. Recommendations are made to incorporate pedagogical content knowledge to support teachers in their delivery of the mathematics curriculum in a more comprehensible way to learners
Mathematics education · Pedagogy · Sociology · Global Educational Policies and Reforms · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
| Highly cited | No |
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