Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low- and middle-income countries
dc.contributor.author | Bremner, N | |
dc.contributor.author | Sakata, N | |
dc.contributor.author | Cameron, L | |
dc.date.accessioned | 2023-02-15T11:43:31Z | |
dc.date.issued | 2023-03-01 | |
dc.date.updated | 2023-02-15T11:18:55Z | |
dc.description.abstract | This paper examines the characteristics of teacher education that helped and/or hindered the implementation of learner-centred pedagogy (LCP) in low- and middle-income countries. Methodologically, a systematic review was employed, with a final total of 59 relevant texts being identified. The review found that teacher education was influenced by: length of training, amount of ongoing support, degree of engagement and activeness, extent to which practical experiences were included, extent to which courses incorporated reflection, degree of contextual flexibility, and degree of teacher collaboration. These factors should be considered by those implementing teacher education provision in contexts where LCP is explicitly encouraged. | en_GB |
dc.identifier.citation | Vol. 126, article 104033 | en_GB |
dc.identifier.doi | 10.1016/j.tate.2023.104033 | |
dc.identifier.uri | http://hdl.handle.net/10871/132479 | |
dc.identifier | ORCID: 0000-0002-4249-4286 (Bremner, Nicholas) | |
dc.language.iso | en | en_GB |
dc.publisher | Elsevier | en_GB |
dc.rights.embargoreason | Under embargo until 1 March 2025 in compliance with publisher policy | en_GB |
dc.rights | © 2023 Published by Elsevier Ltd. This version is made available under the CC-BY-NC-ND 4.0 license: https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.subject | learner-centred | en_GB |
dc.subject | student-centred | en_GB |
dc.subject | teacher education | en_GB |
dc.subject | teacher training | en_GB |
dc.subject | low-income country | en_GB |
dc.subject | middle-income country | en_GB |
dc.title | Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low- and middle-income countries | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2023-02-15T11:43:31Z | |
dc.identifier.issn | 0742-051X | |
dc.description | This is the author accepted manuscript. The final version is available from Elsevier via the DOI in this record | en_GB |
dc.identifier.journal | Teaching and Teacher Education | en_GB |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | en_GB |
dcterms.dateAccepted | 2023-01-12 | |
dcterms.dateSubmitted | 2022-05-20 | |
rioxxterms.version | AM | en_GB |
rioxxterms.licenseref.startdate | 2023-01-12 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2023-02-15T11:18:57Z | |
refterms.versionFCD | AM | |
refterms.panel | C | en_GB |
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Except where otherwise noted, this item's licence is described as © 2023 Published by Elsevier Ltd. This version is made available under the CC-BY-NC-ND 4.0 license: https://creativecommons.org/licenses/by-nc-nd/4.0/