Finding Learning in Teaching : Eritrean primary teacher educators' perspectives on implementing learner-centered and interactive pedagogies

Abstract

Eritrea has given an increasing policy emphasis on implementing learner-centered interactive pedagogies (LCIP) at all levels of the education system. However, both teachers and teacher educators struggle with implementation of matching school practices. This study attempts to identify some of the gaps between the objectives set in the National Education Policy of the State of Eritrea and the everyday practices observable at the educational institutions. The focus of the analysis is on examining data from teacher educators at the Asmara Community College of Education. The international exposure and collaboration with Finnish education experts has been appreciated by the teacher educators as a source of inspiration and modelling of learner-centered practice. The findings are indicative of changing pedagogical practice and an enhanced culture for professional development.