Challenges faced by basic school teachers in implementing learnercentred pedagogies in Hohoe, Ghana

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Bibliographische Detailangaben
Veröffentlicht in:	Perspectives in Education vol. 43, no. 3 (2025), p. 158-174
1. Verfasser:	Dewodo, Christopher Yao
Weitere Verfasser:	Heeralal, Prem Jotham, Agbetorwoka, Ambrose
Veröffentlicht:	University of the Free State, Faculty of Education
Schlagworte:	Ghana Problem solving Teaching methods Constructivism Curricula Professional development Student participation Inquiry method Economic growth Teachers Cognition & reasoning Active learning Schools Science education Knowledge Human capital Critical thinking Collaborative learning Pedagogy Education reform Student-centered learning Collaborative approach Data Skills Triangulation Educational objectives Censuses Quantitative analysis Collaboration Student teacher relationship Research design Teaching Sampling Respondents Students Social constructionism Educational Practices Communicative Competence (Languages) Experiential Learning Direct Instruction Academic Achievement Cooperative Learning Elementary Education Discussion (Teaching Technique) Educational Assessment Learner Engagement Constructivism (Learning) Focus Groups Economic Progress Educational Quality Competence Educational Resources Group Activities Educational Change Classroom Techniques Elementary Schools Creativity Lifelong Learning Classroom Environment
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Abstract:	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.
ISSN:	0258-2236 2519-593X
DOI:	10.38140/pie.v43i3.8373
Quelle:	Education Database