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Learner-Centred Pedagogy and its Implications for Pupils’ Schooling Experie...

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UCL Institute of Education

Room780, 20 Bedford Way

London

WC1H 0AL

United Kingdom

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CEID Seminar: Learner-Centred Pedagogy and its Implications for Pupils’ Schooling Experiences and Learning Outcomes: A Mixed-Methods Case Study in Tanzania

Thursday May 23rd 2019, 5.30-7pm, Room 780, UCL Institute of Education

Speaker: Dr Nozomi Sakata, UCL Institute of Education

Chair: Professor Elaine Unterhalter, UCL Institute of Education

Despite its global appeal and spread, the applicability and effectiveness of learner-centred pedagogy (LCP) in developing countries remains uncertain due to its incompatibility with national sociocultural and political contexts. Existing literature has primarily focused on teachers’ views of LCP and their teaching practices, but pupils’ experiences with LCP and its likely contribution to learning outcomes have attracted little scholarly attention. Applying a case study research design with mixed methods, this study examined how and to what extent Tanzania implements LCP given its ideological/historical context, and how LCP implementation may associate with pupils’ perceptions of classroom experiences and/or learning outcomes. It explored not only teaching practices observed in the classrooms but also the attendant discourse of pedagogy involving: human interactions in and outside school; learner-centredness subjectively perceived by the pupils and teachers; and academic achievement and learning attitudes possibly associated with LCP implementation. Research and policies on pedagogy need to embed pedagogy within sociocultural and historical settings as well as within the global policy architecture vertically negotiated between international and national policymakers.

Speaker Bio

Dr Nozomi Sakata recently completed her PhD in Education and International Development at the IOE. She is a Postdoctoral Research Fellow at the Centre for Education and International Development (CEID) and the Centre for Teachers and Teaching Research (CTTR), IOE. Her current research examines pedagogical approaches aligned with capabilities valued by primary teachers in Tanzania. Her research interests include educational policy diffusion and implementation with a focus on pedagogical reform in developing countries, and the use of mixed methods in international and comparative education. Alongside her postdoctoral research, Nozomi works as a research assistant at UCL/IOE, compiling public impacts of a few research projects and working on BME attainment gap in UK higher education. Prior to her PhD, Nozomi obtained a master’s degree in Anthropology and Education from Teachers College, Columbia University in the US. She has worked with UNICEF in Tanzania, the Japan International Cooperation Agency Research Institute and Save the Children Japan on various education- and development-related projects.

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The seminar is free to attend and open to all. Please register via Eventbrite.

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If you have any accessibility requirements or enquiries please contact ceid@ucl.ac.uk. Kindly contact us at your earliest convenience so that we can ensure, wherer equired, any appropriate measures are taken.

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Location

UCL Institute of Education

Room780, 20 Bedford Way

London

WC1H 0AL

United Kingdom

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