Show simple item record

dc.contributor.authorTadesse, Abraham
dc.contributor.authorEskelä-Haapanen, Sirpa
dc.contributor.authorPosti-Ahokas, Hanna
dc.contributor.authorLehesvuori, Sami
dc.date.accessioned2021-07-14T08:37:15Z
dc.date.available2021-07-14T08:37:15Z
dc.date.issued2021
dc.identifier.citationTadesse, A., Eskelä-Haapanen, S., Posti-Ahokas, H., & Lehesvuori, S. (2021). Eritrean teachers' perceptions of learner-centred interactive pedagogy. <i>Learning, Culture and Social Interaction</i>, <i>28</i>, Article 100451. <a href="https://doi.org/10.1016/j.lcsi.2020.100451" target="_blank">https://doi.org/10.1016/j.lcsi.2020.100451</a>
dc.identifier.otherCONVID_42395444
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/77139
dc.description.abstractIn most sub-Saharan African countries, mainstreaming learner-centred interactive pedagogy (LCIP) is defined as a policy priority. Similarly, Eritrea has adopted the same policy to seek a solution to its educational challenges. Rather than rote mastery of course content, the LCIP approach prioritises learners in constructing knowledge through interaction, active participation and controlling the learning process. This paper explores secondary school teachers' perceptions of LCIP and their challenges in implementing this pedagogical approach. Constructivism and sociocultural learning theory are considered conceptual frameworks to highlight LCIP as an approach for teaching and learning. Qualitative data from 12 teachers' interviews were analysed through qualitative content analysis and inductive reasoning. The findings suggest that without laying the necessary foundation, the policy emphasis on LCIP, which is considered critical in addressing educational challenges, puts pressure on teachers to employ LCIP while it remains idealised. Furthermore, the findings indicate that diverse challenges should be addressed to generate change in classroom practices in Eritrean secondary schools by implementing the LCIP approach.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier BV
dc.relation.ispartofseriesLearning, Culture and Social Interaction
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherEritrea
dc.subject.otherlearner-centred interactive pedagogy
dc.subject.otherteachers' perceptions
dc.subject.othersecondary school teachers
dc.titleEritrean teachers' perceptions of learner-centred interactive pedagogy
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202107144324
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn2210-6561
dc.relation.volume28
dc.type.versionacceptedVersion
dc.rights.copyright© 2020 Elsevier Ltd. All rights reserved.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumberHEL7M0453-80
dc.subject.ysokäsitykset
dc.subject.ysopedagogiikka
dc.subject.ysoopettajat
dc.subject.ysointeraktiivisuus
dc.subject.ysoopetusmenetelmät
dc.subject.ysoasenteet
dc.subject.ysotoisen asteen koulutus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p6333
jyx.subject.urihttp://www.yso.fi/onto/yso/p1584
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p10823
jyx.subject.urihttp://www.yso.fi/onto/yso/p988
jyx.subject.urihttp://www.yso.fi/onto/yso/p5619
jyx.subject.urihttp://www.yso.fi/onto/yso/p3387
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.lcsi.2020.100451
dc.relation.funderUlkoministeriöfi
dc.relation.funderMinistry for Foreign Affairsen
jyx.fundingprogramCIMO HEI-ICI HEI (Higher Education Institutions Institutional Cooperation Instrument)fi
jyx.fundingprogramCIMO HEI-ICI HEI (Higher Education Institutions Institutional Cooperation Instrument)en
jyx.fundinginformationThe research was conducted under the Finnish-Eritrea higher education cooperation funded by the Ministry of Foreign Affairs of Finland and with a research grant from University of Jyväskylä.


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY-NC-ND 4.0
Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0