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Enabling teachers in systemic reform: the implementation of 'learner-centred' pedagogy in low-income contexts

让教师参与系统改革：在低收入环境中实施“以学习者为中心”的教学法

基本信息

批准号：
ES/X007278/1
负责人：
Pui Ki Patricia Kwok
金额：
$ 13.79万
依托单位：
University of Cambridge
依托单位国家：
英国
项目类别：
Fellowship
财政年份：
2022
资助国家：
英国
起止时间：
2022 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FX007278%2F1
关键词：
Enabling teachers systemic reform implementation

项目摘要

Educational reform is an important, and yet, a complex process for every context to adapt to emerging needs. Following the global commitment to "Education for All", while access to schooling has improved, a 'learning crisis' is observed with alarming worries over the quality of educational provision (UNESCO, 2013). Given the centrality of teaching-and-learning processes in educational quality (UNESCO, 2014), growing attention is put on classroom as a site of intervention. My research contributed to the slowly growing body of empirical work looking into the complexities of classroom practice, by focusing on a popular reform approach known as 'learner-centred' pedagogy (LCP) (Vavrus, Thomas, & Bartlett, 2011). Yet, despite its popularity, LCP has no universalist understanding or format that works best across contexts (Schweisfurth, 2013). Its implementation, especially in low-resource contexts, is also confined by a wide range of intertwining systemic factors (Nsengimana, Mugabo, & Hiroaki, 2020). With Rwanda chosen as a case study, I undertook a qualitative study using semi-structured interviews and classroom observation as primary methods to engage with teachers, teacher trainers, and government officials around their perception and practices of LCP. The key findings showed that while most participants discussed LCP in terms of students' active participation in various learning activities, others argued for improving learning through content rather than teaching formats. This was attributed to a range of contextual realities, which required strong teacher-led instruction and management to enable effective learning in line with curriculum needs. Participants also reflected critically on multiple key enablers of the reform to support teachers, including policies, instructional environment, teacher training, school leaders, students and parents. Throughout the fellowship, I will build on these gathered qualitative evidence to maximize research impact. For academic audience, this will be achieved by publishing in high impact journal papers, and disseminating findings in major conferences. My research findings provided important implication for theories on pedagogy. Building on Guthrie's (2018) teaching style model, my research showed that there is no 'best' practice across contexts. Rather, meaningful and productive change require compatibility with contextual beliefs and realities. Moreover, supporting Fullan's (2007) call for a whole-system approach to reform, my research provided strong evidence that upskilling teachers in isolation of wider systemic issues was insufficient to achieve the desired changes. For the wider audience, the research will also provide substantial impact that has strong relevance to societal practice. My research highlighted that to achieve sustainable change, there is a need to engage with practitioners' voices, build on teachers' willingness, and support them to develop a range of innovative pedagogical strategies that can be responsive to different settings and learning needs. Apart from training teachers, teaching and learning materials were found to play particularly crucial role. I will thus maximize impact by using a range of innovative and effective strategies to visualise and communicate these findings. These include blogs, seminars, and a series of participatory dissemination activities planned in Rwanda addressing different audience. Overall, the Fellowship will enable me to build on my PhD research through dissemination, and to take these important issues forward in future research. Through undertaking further trainings and supporting students in practice, I will further strengthen my knowledge and skills to research on pedagogy and relevant issues. Ultimately, it is wished that all students can benefit fully from quality and equitable education, which can effectively equip them with holistic competencies for the future.

教育改革是一个重要但又复杂的过程，需要在各种情况下适应新出现的需要。在作出“全民教育”的全球承诺后，虽然入学机会有所改善，但人们注意到“学习危机”，对教育质量的担忧令人震惊（教科文组织，2013年）。鉴于教学过程在教育质量中的中心地位（教科文组织，2014年），越来越多的注意力放在课堂上，作为干预的场所。我的研究有助于研究课堂实践复杂性的实证工作的缓慢增长，通过关注一种流行的改革方法，称为“以学习者为中心”的教学法（LCP）（Vavrus，托马斯，& Bartlett，2011）。然而，尽管LCP很受欢迎，但它并没有普遍的理解或格式，在不同的环境中效果最好（Schweisfurth，2013）。它的实施，特别是在低资源环境下，也受到各种交织的系统性因素的限制（Nsengimana，Mugabo和Hiroaki，2020）。卢旺达被选为案例研究，我进行了一项定性研究，使用半结构化访谈和课堂观察作为主要方法，与教师，教师培训师和政府官员围绕他们的看法和LCP的做法。主要调查结果显示，虽然大多数参与者讨论LCP在学生积极参与各种学习活动方面，其他人认为通过内容而不是教学形式来改善学习。这是由于一系列的背景现实，这需要强有力的教师主导的教学和管理，使有效的学习符合课程的需要。与会者还批判性地反思了支持教师的改革的多个关键推动因素，包括政策、教学环境、教师培训、学校领导、学生和家长。在整个奖学金期间，我将建立在这些收集的定性证据的基础上，以最大限度地发挥研究影响。对于学术界，这将通过在高影响力期刊上发表论文和在主要会议上传播研究结果来实现。研究结果对教育学理论的发展具有重要的启示意义。基于古特里（2018）的教学风格模型，我的研究表明，在不同的背景下没有“最佳”实践。相反，有意义和富有成效的变革需要与背景信念和现实相适应。此外，我的研究支持Fullan（2007）关于全系统改革方法的呼吁，提供了强有力的证据，证明孤立于更广泛的系统性问题来提高教师技能不足以实现预期的变化。对于更广泛的受众，研究还将提供与社会实践密切相关的实质性影响。我的研究强调，要实现可持续的变化，有必要参与实践者的声音，建立在教师的意愿，并支持他们制定一系列创新的教学策略，可以响应不同的设置和学习需求。除了培训教师外，教学和学习材料也发挥着特别重要的作用。因此，我将通过使用一系列创新和有效的策略来可视化和传达这些发现，从而最大限度地发挥影响力。这些活动包括博客、研讨会和计划在卢旺达针对不同受众开展的一系列参与性传播活动。总的来说，奖学金将使我能够通过传播建立在我的博士研究，并采取这些重要的问题在未来的研究。通过进一步的培训和支持学生的实践，我将进一步加强我的知识和技能，研究教育学和相关问题。最后，我们希望所有学生都能从优质和公平的教育中充分受益，这可以有效地使他们具备未来的全面能力。