A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries
A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries
复制标题
对低收入和中等收入国家以学习者为中心的教学法实施情况的系统回顾
DOI：
10.1002/rev3.3365
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发表时间：
2022
影响因子：
2.4
通讯作者：
Cameron Leanne
中科院分区：
文献类型：
--
作者：
Sakata Nozomi;Bremner Nicholas;Cameron Leanne
本文对低收入和中等收入国家实施以学习者为中心的教学法（LCP）进行了全面的描述概述。世界上许多国家在LCP方面投入了大量的时间、金钱和资源，但我们仍然缺乏关于其实施和结果的全面证据。本系统综述旨在超越个体研究受时间、背景和样本限制的局限，从而在更广泛的背景下提供更强的适用性和概括性。用于分析的数据集包括2001年1月至2020年12月期间发表的94篇期刊文章，根据明确的纳入/排除标准进行选择。一个由三名研究人员组成的团队使用epi - Reviewer和QSR NVivo来导入、筛选和分析文本。关于LCP实施的文献按国家、教育环境、研究参与者和方法等关键变量进行映射。首先，研究发现，尽管LCP在许多情况下得到了明确的推广，但大多数教室仍然主要以教师为中心。其次，审查确定了LCP实施的广泛限制和推动因素，涵盖个人、课堂、学校、政策和更广泛的社会层面。第三，尽管研究中出现了LCP的一些积极和消极结果，但综述发现LCP结果的客观证据有限，表明迫切需要进一步的研究来评估LCP结果。提出了LCP实施的概念框架，并讨论了对政策和未来研究的影响。尽管以学习者为中心的教学法（LCP）在世界范围内传播，但我们目前缺乏关于其实施和结果的全面证据。这些发现将帮助教育利益相关者根据审查中确定的LCP实施的推动因素、制约因素和结果，决定是否以及如何继续进行与LCP相关的改革。对教育研究人员和决策者的启示首先，教育研究人员将受益于对现有研究的清晰总结，从而确定进一步提高我们知识的机会；特别是，关于长期实施LCP的结果的研究方面，文献中存在一个重要的空白。其次，教育决策者将更好地决定(a)他们应该在多大程度上继续分配有限的资源来实施与LCP相关的改革；(b)它们如何从现有案例研究的累积结果中学习，以增加成功实施的机会。
This article provides a comprehensive descriptive overview of the implementation of learner‐centred pedagogy (LCP) in low‐ and middle‐income countries. Considerable time, money, and resources have been invested in LCP in many countries worldwide, and yet we still lack a comprehensive body of evidence regarding its implementation and outcomes. This systematic review aimed at going beyond the limitations of individual studies, confined by time, context and samples, in order to offer stronger applicability and generalisability to wider contexts. The dataset for analysis consisted of 94 journal articles published between January 2001 and December 2020, selected based on explicit inclusion/exclusion criteria. A team of three researchers utilised EPPI‐Reviewer and QSR NVivo to import, screen, and analyse the texts. The literature on LCP implementation was mapped by key variables such as country, educational setting, study participants, and methods. Firstly, the study found that despite LCP being explicitly promoted in numerous contexts, most classrooms were still predominately teacher‐centred. Secondly, the review identified a wide range of constraints and enablers of LCP implementation, spanning across the individual, classroom, school, policy, and wider society levels. Thirdly, although several positive and negative outcomes of LCP emerged from the study, the review found that the objective evidence on LCP outcomes was somewhat limited, indicating that there is an urgent need for additional research to evaluate LCP outcomes. A conceptual framework of LCP implementation is presented, and implications for policy and future research are discussed. The video abstract for this article is available at https://youtu.be/57EsnDUe_QQ.Context and implicationsRationale for this studyDespite the worldwide spread of learner‐centred pedagogy (LCP), we currently lack a comprehensive body of evidence regarding its implementation and outcomes.Why the new findings matterThe findings will help educational stakeholders decidewhetherandhowLCP‐related reforms should continue, based on the enablers, constraints, and outcomes of LCP implementation identified in the review.Implications for educational researchers and decision‐makersFirstly, educational researchers will benefit from having a clear summary of existing research which identifies opportunities to further enhance our knowledge; in particular, there is an important gap in the literature in terms of research on the outcomes of LCP implementation over time. Secondly, educational decision‐makers will be better placed to decide (a) the extent to which they should continue to allocate limited resources towards the implementation of LCP‐related reforms; and (b) how they may learn from the cumulative findings of existing case studies to increase the chances of successful implementation.