Learning from a Small State's Experience: Acknowledging the Importance of Context in Implementing Learner-Centred Pedagogy

Autor/in	Di Biase, Rhonda
Titel	Learning from a Small State's Experience: Acknowledging the Importance of Context in Implementing Learner-Centred Pedagogy
Quelle	In: International Education Journal: Comparative Perspectives, 14 (2015) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Context Effect; Program Implementation; Learner Controlled Instruction; Intervention; Barriers; Participatory Research; Educational Change; Developing Nations; Administrative Organization; Questionnaires; Semi Structured Interviews; Recordkeeping; Photography; Learning Activities; Graphs; Elementary Education; Instructional Innovation; Teaching Methods; Active Learning; Course Descriptions; Educational Resources; Classroom Environment; Time Perspective; Teamwork; Teacher Attitudes; Foreign Countries; Observation; Maldives + Suchen Sie Ihr Suchwort? Forschungstätigkeit; Bildungsreform; Developing country; Developing countries; Entwicklungsland; Fragebogen; Leistungsnachweis; Fotografie; Lernaktivität; Grafische Darstellung; Elementarunterricht; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Kursstrukturplan; Bildungsmittel; Klassenklima; Unterrichtsklima; Zeitbezug; Lehrerverhalten; Ausland; Beobachtung; Malediven
Abstract	The challenges of implementing learner-centred pedagogies have been well documented, noting that many reform efforts fail to consider important contextual factors. With attention to the disparity between policy and practice, this study investigated the conditions under which teachers can enact learner-centred pedagogy in the Maldives using design-based research; a theoretically oriented, participatory methodology exploring practical solutions in real-world settings. Working collaboratively with teachers from an island school, a pedagogical intervention based on learner-centred principles, was designed to fit the Maldivian context. This article discusses the process of implementing the intervention, the challenges influencing its use, and the particular contextual factors impacting on learner-centred reform. Analyses of the research data and the reflection on the research process, highlight the importance of addressing the particularities of small states in the development of educational interventions and reinforces the need for close attention to contextual factors within reform efforts. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01