From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda
Learner-centered pedagogy (LCP) is one of the best approaches in developing knowledge, skills, and attitudes of learners to cope with the changing world. Implementation of LCP practices tend to vary from one context to another. It is within this perspective that this study was conducted with the aim...
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doaj-25b3a98c47614075a4eda710acd7798a2020-11-25T03:40:31ZengSAGE PublishingSAGE Open2158-24402019-01-01910.1177/2158244018823467From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in RwandaAlfred Otara0Alphonse Uworwabayeho1Wenceslas Nzabalirwa2Beata Kayisenga3Rongo University, KenyaUniversity of Rwanda, Kigali, RwandaUniversity of Rwanda, Kigali, RwandaUniversity of Rwanda, Kigali, RwandaLearner-centered pedagogy (LCP) is one of the best approaches in developing knowledge, skills, and attitudes of learners to cope with the changing world. Implementation of LCP practices tend to vary from one context to another. It is within this perspective that this study was conducted with the aim of investigating the teachers’ attitudes toward LCP in public primary schools located in Nyarugenge District. A sample size of 165 teachers was selected from 13 public and government-aided primary schools. Simple percentages, and chi-square analysis were used to analyze data, and the findings were triangulated with questionnaire and interview responses. Results show that primary school teachers manifested negative attitude toward LCP. The study also indicates that both institutional and individual factors, such as insufficient and inadequate trainings, lack of clear indicators on LCP, and lack of prior experience on LCP among colleges and university tutors during preservice training, affect the attitude of teachers. It is further revealed that gender does not influence the attitude of teachers; however, training was found to be significant at .05 level. It is therefore important that authorities ensure proper training to head teacher, school subject leaders, and teachers on LCP and avail clear indicators on those methods.https://doi.org/10.1177/2158244018823467 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Alfred Otara Alphonse Uworwabayeho Wenceslas Nzabalirwa Beata Kayisenga |
spellingShingle |
Alfred Otara Alphonse Uworwabayeho Wenceslas Nzabalirwa Beata Kayisenga From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda SAGE Open |
author_facet |
Alfred Otara Alphonse Uworwabayeho Wenceslas Nzabalirwa Beata Kayisenga |
author_sort |
Alfred Otara |
title |
From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda |
title_short |
From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda |
title_full |
From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda |
title_fullStr |
From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda |
title_full_unstemmed |
From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda |
title_sort |
from ambition to practice: an analysis of teachers’ attitude toward learner-centered pedagogy in public primary schools in rwanda |
publisher |
SAGE Publishing |
series |
SAGE Open |
issn |
2158-2440 |
publishDate |
2019-01-01 |
description |
Learner-centered pedagogy (LCP) is one of the best approaches in developing knowledge, skills, and attitudes of learners to cope with the changing world. Implementation of LCP practices tend to vary from one context to another. It is within this perspective that this study was conducted with the aim of investigating the teachers’ attitudes toward LCP in public primary schools located in Nyarugenge District. A sample size of 165 teachers was selected from 13 public and government-aided primary schools. Simple percentages, and chi-square analysis were used to analyze data, and the findings were triangulated with questionnaire and interview responses. Results show that primary school teachers manifested negative attitude toward LCP. The study also indicates that both institutional and individual factors, such as insufficient and inadequate trainings, lack of clear indicators on LCP, and lack of prior experience on LCP among colleges and university tutors during preservice training, affect the attitude of teachers. It is further revealed that gender does not influence the attitude of teachers; however, training was found to be significant at .05 level. It is therefore important that authorities ensure proper training to head teacher, school subject leaders, and teachers on LCP and avail clear indicators on those methods. |
url |
https://doi.org/10.1177/2158244018823467 |
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