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ERIC Number: EJ1177897
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1029-8457
Teacher Responses to Policy Implementation Seen through a Creative Lens: Learner-Centred Teaching in Lesotho Science Classes
Khoboli, Benedict; Kibirige, Israel; O'Toole, J. Mitchell
African Journal of Research in Mathematics, Science and Technology Education, v17 n1-2 p152-161 2013
This case study analyses teachers' presentations made during a professional development workshop on the implementation of learner-centred science teaching in Lesotho secondary schools. Teachers revealed their understanding of learner-centred teaching through products such as pictures, diagrams, stories including metaphors and letters. These products represent a specific case of social construction and the insight that emerged as teachers' creative work might not have been possible through conventional research modes such as interviews and questionnaires. The results indicate the depth of teacher awareness of the impact of parent and community opinions on teaching choices. Implementation of changed curriculum policy appears to require more than production of documents and their dissemination through professional development workshops. The study recommends additional research on the use of creative products to elicit teacher views in high accountability contexts.
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:
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