NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1149246
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1029-8457
EISSN: N/A
Understanding Challenges Physics Teachers Come Across as They Implement Learner-Centred Approaches in Lesotho
Qhobela, Makomosela; Moru, Eunice Kolitsoe
African Journal of Research in Mathematics, Science and Technology Education, v18 n1 p63-74 2014
Teacher-centred strategies have dominated most physics lessons in Lesotho. This study attempted to understand the contributing factors for the choice of teacher-centred teaching instead of learner-centred teaching with the goal of informing a professional development programme designed to address this problem. The paper responds to the research question: what challenges do physics teachers come across when they attempt to implement learner-centred strategies in their lessons? Four teachers, with varying teaching experience, participated in the study. Data were collected using written responses and audio and video recordings. Analysis of the data reflected two elements. First, the operational definitions of learner-centred strategies that teachers use lack components that are likely to influence their teaching. Second, teachers claim that time and student characteristics are some of the challenges that affect their choice of the teacher-centred approaches. Implications of these findings for both professional development providers and classroom practitioners are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Lesotho
Grant or Contract Numbers: N/A