Pedagogical Renewal: Improving the Quality of Classroom Interaction in Nigerian Primary Schools
01 Jan 2008-International Journal of Educational Development (Newcastle University)-Vol. 28, Iss: 1, pp 55-69
TL;DR: In this paper, the authors report on an investigation of classroom interaction and discourse practices in Nigerian primary schools and identify key issues affecting patterns of teacher-pupil interactions and discourse as research suggests managing the quality classroom interaction will play a central role in improving the quality of teaching and learning.
About: This article is published in International Journal of Educational Development.The article was published on 2008-01-01. It has received 115 citations till now. The article focuses on the topics: Discourse analysis.
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TL;DR: The authors examines recent educational reforms in Tanzania by looking at the cultural politics of pedagogical change in secondary and teacher education, and presents an ethnography of a teachers college founded on the principles of social constructivism in a country where formalistic, teacher-centered pedagogy is the norm.
207 citations
TL;DR: The authors explored the meanings attached to the new Science curriculum reforms by primary school teachers in a school district in South Africa, where the perceived meanings emanated from, as well as the role they played in the implementation of the reforms in the classroom.
194 citations
Cites background or result from "Pedagogical Renewal: Improving the ..."
...Similar trends have been reported in other African countries (Moloi et al., 2008; Hardman et al., 2008): for example, Moloi et al....
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..., 2008), and Nigeria (Hardman et al., 2008) to mention but a few....
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01 Dec 2013
TL;DR: This paper focused on pedagogy, curriculum, teaching practices and teacher education in developing countries, and identified critical evidence gaps to guide the development of future research programmes, and reviewed existing evidence on the review topic to inform programme design and policy making.
Abstract: This rigorous literature review, focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to:
- review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers
- identify critical evidence gaps to guide the development of future research programmes
140 citations
TL;DR: In this paper, a study of teacher preparation for the early primary grades in six African countries (Ghana, Kenya, Mali, Senegal, Tanzania and Uganda) in reading and mathematics is presented.
114 citations
TL;DR: In this paper, the capability of trainee teachers to implement learner-centred practice at one of the teacher education institutions in Malawi was investigated, and it was found that learners' adoption and application of a pedagogical theory involves adopting tools for thinking that are made available by various social agents, structures and systems within cultural learning settings.
111 citations
Cites background from "Pedagogical Renewal: Improving the ..."
...Recent research in classrooms has shown a teacher-dominated discourse (Hardman et al., 2008)....
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...Teachers at both primary and secondary levels in the Sub-Saharan Africa and other developing countries are being urged to move away from ‘chalk and talk’ didactic and teacher-centred methods to a more discovery-based learning where greater emphasis is placed on outcomes that are broader than basic recall of facts and information (Hardman et al., 2008; O’Sullivan, 2004; UNESCO, 2007; Vavrus, 2009)....
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...004 Learner-centred education in the Sub-Saharan Africa and other developing countries has been largely sponsored by international aid agencies (Hardman et al., 2008; O’Sullivan, 2004; Tabulawa, 2003) as a drive to improve the quality of teaching and learning in line with international discourse couched in the Millennium Development Goals (MDGs) and Education for All (EFA) (Westbrook et al....
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...The theory posits that human beings learn by actively constructing and assimilating knowledge rather than through the passive addition of discrete facts to an existing store of knowledge (Hardman et al., 2008)....
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References
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TL;DR: A review of the literature on classroom formative assessment can be found in this article, where the authors consider the perceptions of students and their role in self-assessment alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.
Abstract: This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.
6,483 citations
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28 Aug 1999TL;DR: In this paper, a comparative analysis of the theories and complementary developments in works by Vygotsky and the linguist M. A. K. Halliday are provided. But the focus of the analysis is on the social constructivist theory of knowledge co-construction.
Abstract: For more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on co-construction of knowledge by more and less mature participants engaging in joint activity together, with semiotic mediation as the primary means whereby the less mature participants can seek solutions to everyday problems, using the resources existing in society. In addition to using illustrative examples from classroom studies, a comparative analysis of the theories and complementary developments in works by Vygotsky, and the linguist M. A. K. Halliday, are provided. This unique volume will be of tremendous benefit to those in the field of education, as well as to sociolinguists, psychologists and researchers.
2,219 citations
TL;DR: In this paper, the authors propose a framework for thinking about a curriculum for teacher learning over time and consider the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways.
Abstract: This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?
2,070 citations
TL;DR: This paper investigated the structure of classroom interaction and found that the presence of a linguistic introduction was a clue to the boundary of linguistic unit, but they quickly realized that this is not a useful criterion.
Abstract: When we began to investigate the structure of classroom interaction we had
no preconceptions about the organization or extent of linguistic patterning
in long texts. Obviously lessons are highly structured but our problem was
to discover how much of this structure was pedagogical and how much
linguistic. It seemed possible that the presence of a linguistic introduction
was a clue to the boundary of a linguistic unit, but we quickly realized that
this is not a useful criterion. On the first morning of the academic year a
headmaster may welcome the new pupils with‘Good morning, children, Welcome to Waseley School. This is an important
day for you…’thereby introducing them to several years of schooling. When the children
then meet their new class teacher she will also welcome them and explain
their timetable. They go to their first subject lesson. Here the teacher may
introduce the subject and go on to delimit part of it;‘This year we are going to study world geography, starting with the
continent of Africa…. Today I want to look at the rivers of Africa. Let’s
start with the map. Can you tell us the name of one river, any one?’
1,554 citations