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dc.contributor.authorTadesse, Abraham
dc.contributor.authorLehesvuori, Sami
dc.contributor.authorPosti-Ahokas, Hanna
dc.contributor.authorMoate, Josephine
dc.date.accessioned2023-09-12T10:01:45Z
dc.date.available2023-09-12T10:01:45Z
dc.date.issued2023
dc.identifier.citationTadesse, A., Lehesvuori, S., Posti-Ahokas, H., & Moate, J. (2023). The Learner-Centred Interactive Pedagogy classroom : Its implications for dialogic interaction in Eritrean secondary schools. <i>Thinking Skills and Creativity</i>, <i>50</i>, Article 101379. <a href="https://doi.org/10.1016/j.tsc.2023.101379" target="_blank">https://doi.org/10.1016/j.tsc.2023.101379</a>
dc.identifier.otherCONVID_184232487
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/89047
dc.description.abstractLearner-centred interactive pedagogy (LCIP) emphasises skills, such as enquiring, analysing, evaluating, problem-solving and critical thinking which require students to interact and participate in classroom discourses by drawing on their own experiences. This study focuses on the manifestations LCIP in promoting teacher-student classroom interaction in Eritrean secondary classrooms and explores the seeds of dialogic interaction in fostering LCIP. In 2003, the Ministry of Education in Eritrea (MoE) reformed the traditional learning approaches and developed new pedagogical practices guided by LCIP. In response to the educational reform, various learning strategies including group- and pair work activities, generating open questions, student presentation and some features of dialogue have been employed by teachers to develop LCIP in classrooms, although little research has explored how teachers implement LCIP in practice. The research reported here is based on twelve video-recorded lessons from secondary schools in two regions of Eritrea. The lessons were analysed to explore the different forms of interaction present in Eritrean classrooms. Despite teachers’ effort in practicing LCIP, the findings suggest that teachers have still continued with more conventional teaching. Nevertheless, the findings also reveal the presence and potential of dialogic moments indicating the value of developing LCIP with dialogic interaction through more and active student involvement to enhance classroom interaction. The findings suggest that knowledge of LCIP and dialogic interaction support experience of learning in Eritrea and are an important means to invigorate teacher education and professional development programs for improving the quality of education.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesThinking Skills and Creativity
dc.rightsCC BY 4.0
dc.subject.otherEritrea
dc.subject.otherlearner-centred interactive pedagogy
dc.subject.otherdialogic interaction
dc.subject.otherclassroom interaction
dc.subject.othersecondary school
dc.titleThe Learner-Centred Interactive Pedagogy classroom : Its implications for dialogic interaction in Eritrean secondary schools
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202309125070
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn1871-1871
dc.relation.volume50
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 The Author(s). Published by Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.subject.ysopedagogiikka
dc.subject.ysovuorovaikutus
dc.subject.ysointeraktiivisuus
dc.subject.ysoopetusmenetelmät
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1584
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
jyx.subject.urihttp://www.yso.fi/onto/yso/p10823
jyx.subject.urihttp://www.yso.fi/onto/yso/p988
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.tsc.2023.101379
jyx.fundinginformationThis work was supported by a scholarship grant from the Finnish National Agency for Education (EDUFI).
dc.type.okmA1


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