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dc.contributor.authorKeski-Mäenpää, Kati
dc.date.accessioned2018-02-01T10:54:10Z
dc.date.available2018-02-01T10:54:10Z
dc.date.issued2018
dc.identifier.isbn978-951-39-7338-4
dc.identifier.otheroai:jykdok.linneanet.fi:1822998
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/56983
dc.description.abstractThis study is an action research that was planned and implemented with 23 Ethiopian Village School teachers. The action of the four year project concentrated on developing new, student-centred teaching methods instead of traditional lecturing and rote learning in one remote school. The overall aim of the study was to follow this process and the teachers’ professional development, and to explore how the practical arrangements, such as material or cultural surroundings, constrain or enable usage of student-centred methods at the school. The theoretical framework of the study consists of theories about professional development, action research, and the theory of practice architectures. The data have been collected by group discussions, interviews, videotapes and field notes. My diary notes, samples of the Finnish teacher students’ trainee reports and photos are added to give deeper understanding about the context. Data have been analysed thematically and through the theory of practice architectures. The findings of the study show that participatory action research helped teachers to develop new culturally suitable teaching methods based on student-centred pedagogy. It increased teachers’ collaboration, raised their motivation and supported their professional development. The analysis revealed that existing practical arrangements at the school do not support the use of a student-centred teaching method. For example, a detailed curriculum, annual tests, a high student-teacher ratio and a lack of teaching and learning materials support teacher-led teaching and make it difficult to implement student-centred teaching methods. If the wish is for student-centred learning methods to be used in every school of Ethiopia, changes in curricula, student-teacher ratios and the examination system are needed. Encouraging and equipping teachers to do their own action research projects at the schools will support their continuous professional development.
dc.format.extent1 verkkoaineisto (140 sivua) : kuvitettu
dc.language.isoeng
dc.publisherUniversity of Jyväskylä
dc.relation.ispartofseriesJyväskylä studies in education, psychology and social research
dc.relation.isversionofJulkaistu myös painettuna.
dc.rightsIn Copyright
dc.subject.otheraction research
dc.subject.otherstudent-centred learning
dc.subject.otherpractice architectures
dc.subject.otherprofessional development
dc.titleTowards student-centred pedagogy : action research with Ethiopian village school teachers
dc.typeDiss.
dc.identifier.urnURN:ISBN:978-951-39-7338-4
dc.type.dcmitypeTexten
dc.type.ontasotVäitöskirjafi
dc.type.ontasotDoctoral dissertationen
dc.contributor.tiedekuntaKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiaineKasvatustiedefi
dc.relation.issn0075-4625
dc.relation.numberinseries605
dc.rights.accesslevelopenAccess
dc.subject.ysoopettajat
dc.subject.ysokyläkoulut
dc.subject.ysoluokkatyöskentely
dc.subject.ysoopetusmenetelmät
dc.subject.ysooppilaat
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysoammatillinen kehitys
dc.subject.ysoEtiopia
dc.rights.urlhttps://rightsstatements.org/page/InC/1.0/


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