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Teacher responses to policy implementation seen through a creative lens: learner-centred teaching in Lesotho science classes
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Abstract:
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.
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Keyword:
creative artefact interpretation; educational policy; learner-centred teaching; policy implementation; teacher power
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URL: http://hdl.handle.net/1959.13/1340981
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Learner-centred science in Lesotho: adapting the ideal to adjust classroom practice
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Reading by the numbers: reconsidering numerical estimates of reading difficulty
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Patterns of student difficulty with science text in undergraduate biology courses
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Specialist language style and supposedly adept monolingual science students
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