Challenges faced by basic school teachers in implementing learnercentred pedagogies in Hohoe, Ghana
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| Vydáno v: | Perspectives in Education vol. 43, no. 3 (2025), p. 158-174 |
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| Hlavní autor: | |
| Další autoři: | , |
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University of the Free State, Faculty of Education
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| 100 | 1 | |a Dewodo, Christopher Yao |u Department of Education Studies, St. Francis College of Education RoR Hohoe, Ghana | |
| 245 | 1 | |a Challenges faced by basic school teachers in implementing learnercentred pedagogies in Hohoe, Ghana | |
| 260 | |b University of the Free State, Faculty of Education |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This study examined basic school teachers' challenges in Hohoe, Ghana, when implementing learner-centred pedagogies. It investigated three pedagogical approaches: constructivism, collaborative, and inquiry-based. The study employed a concurrent triangulation research design. It involved 392 respondents, comprising 364 teachers and 28 headteachers. A census method was used to engage all 364 teachers, while a purposive sampling technique was employed to select the 28 headteachers. Data were gathered through questionnaires for the quantitative phase and focus group discussions for the qualitative phase. Quantitative data were analysed using mean and standard deviation, while qualitative data were subjected to content-thematic analysis. The findings revealed that basic school teachers in Hohoe encountered several challenges when using learner-centred pedagogical approaches. Specifically, the constructivist approach was difficult to implement due to resource constraints. The collaborative approach faced issues related to students' unwillingness to work in groups and difficulties in teacher assessment. The inquiry-based approach was hindered by teacher unfamiliarity and lack of necessary resources. | |
| 651 | 4 | |a Ghana | |
| 653 | |a Problem solving | ||
| 653 | |a Teaching methods | ||
| 653 | |a Constructivism | ||
| 653 | |a Curricula | ||
| 653 | |a Professional development | ||
| 653 | |a Student participation | ||
| 653 | |a Inquiry method | ||
| 653 | |a Economic growth | ||
| 653 | |a Teachers | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Active learning | ||
| 653 | |a Schools | ||
| 653 | |a Science education | ||
| 653 | |a Knowledge | ||
| 653 | |a Human capital | ||
| 653 | |a Critical thinking | ||
| 653 | |a Collaborative learning | ||
| 653 | |a Pedagogy | ||
| 653 | |a Education reform | ||
| 653 | |a Student-centered learning | ||
| 653 | |a Collaborative approach | ||
| 653 | |a Data | ||
| 653 | |a Skills | ||
| 653 | |a Triangulation | ||
| 653 | |a Educational objectives | ||
| 653 | |a Censuses | ||
| 653 | |a Quantitative analysis | ||
| 653 | |a Collaboration | ||
| 653 | |a Student teacher relationship | ||
| 653 | |a Research design | ||
| 653 | |a Teaching | ||
| 653 | |a Sampling | ||
| 653 | |a Respondents | ||
| 653 | |a Students | ||
| 653 | |a Social constructionism | ||
| 653 | |a Educational Practices | ||
| 653 | |a Communicative Competence (Languages) | ||
| 653 | |a Experiential Learning | ||
| 653 | |a Direct Instruction | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Elementary Education | ||
| 653 | |a Discussion (Teaching Technique) | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Constructivism (Learning) | ||
| 653 | |a Focus Groups | ||
| 653 | |a Economic Progress | ||
| 653 | |a Educational Quality | ||
| 653 | |a Competence | ||
| 653 | |a Educational Resources | ||
| 653 | |a Group Activities | ||
| 653 | |a Educational Change | ||
| 653 | |a Classroom Techniques | ||
| 653 | |a Elementary Schools | ||
| 653 | |a Creativity | ||
| 653 | |a Lifelong Learning | ||
| 653 | |a Classroom Environment | ||
| 700 | 1 | |a Heeralal, Prem Jotham |u Psychology of Education, University of South Africa ROR Pretoria, South Africa | |
| 700 | 1 | |a Agbetorwoka, Ambrose |u Department of Education Studies, Akatsi College of Education RoR Akatsi, Ghana | |
| 773 | 0 | |t Perspectives in Education |g vol. 43, no. 3 (2025), p. 158-174 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3244090347/abstract/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3244090347/fulltext/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3244090347/fulltextPDF/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |