dc.contributor.author | Keski-Mäenpää, Kati | |
dc.date.accessioned | 2018-02-01T10:54:10Z | |
dc.date.available | 2018-02-01T10:54:10Z | |
dc.date.issued | 2018 | |
dc.identifier.isbn | 978-951-39-7338-4 | |
dc.identifier.other | oai:jykdok.linneanet.fi:1822998 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/56983 | |
dc.description.abstract | This 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.extent | 1 verkkoaineisto (140 sivua) : kuvitettu | |
dc.language.iso | eng | |
dc.publisher | University of Jyväskylä | |
dc.relation.ispartofseries | Jyväskylä studies in education, psychology and social research | |
dc.relation.isversionof | Julkaistu myös painettuna. | |
dc.rights | In Copyright | |
dc.subject.other | action research | |
dc.subject.other | student-centred learning | |
dc.subject.other | practice architectures | |
dc.subject.other | professional development | |
dc.title | Towards student-centred pedagogy : action research with Ethiopian village school teachers | |
dc.type | Diss. | |
dc.identifier.urn | URN:ISBN:978-951-39-7338-4 | |
dc.type.dcmitype | Text | en |
dc.type.ontasot | Väitöskirja | fi |
dc.type.ontasot | Doctoral dissertation | en |
dc.contributor.tiedekunta | Kasvatustieteiden ja psykologian tiedekunta | fi |
dc.contributor.yliopisto | University of Jyväskylä | en |
dc.contributor.yliopisto | Jyväskylän yliopisto | fi |
dc.contributor.oppiaine | Kasvatustiede | fi |
dc.relation.issn | 0075-4625 | |
dc.relation.numberinseries | 605 | |
dc.rights.accesslevel | openAccess | |
dc.subject.yso | opettajat | |
dc.subject.yso | kyläkoulut | |
dc.subject.yso | luokkatyöskentely | |
dc.subject.yso | opetusmenetelmät | |
dc.subject.yso | oppilaat | |
dc.subject.yso | opettaja-oppilassuhde | |
dc.subject.yso | ammatillinen kehitys | |
dc.subject.yso | Etiopia | |
dc.rights.url | https://rightsstatements.org/page/InC/1.0/ | |