Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low- and middle-income countries

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.