Policy Failures with Learner-Centered Pedagogy: Case Studies from the Zimbabwean Experiment on Project-Based Learning

Autor/inn/en	Chimbi, Godsend Tawanda; Jita, Loyiso C.
Titel	Policy Failures with Learner-Centered Pedagogy: Case Studies from the Zimbabwean Experiment on Project-Based Learning
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 15 (2021) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chimbi, Godsend Tawanda) ORCID (Jita, Loyiso C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
Schlagwörter	Educational Policy; Failure; Student Centered Learning; Active Learning; Student Projects; 21st Century Skills; Thinking Skills; Problem Solving; Curriculum Implementation; Barriers; Secondary School Teachers; Teacher Attitudes; History Instruction; Foreign Countries; Zimbabwe + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Schulprojekt; Denkfähigkeit; Problemlösen; Lehrerverhalten; History lessons; Geschichtsunterricht; Ausland; Simbabwe
Abstract	Globally, policy reform in education has recommended learner-centered pedagogy for more than a century, but its practical implementation remains an illusion in many classrooms. This study describes history teachers' experiences while experimenting on project-based learning (PjBL) in Zimbabwe's current curriculum reform initiative. Project-based learning has gained acceptance as an indispensable approach in developing learners' 21st century skills of creativity, critical thinking, research, and problem-solving. Using a qualitative multiple-case study, four history teachers were observed and interviewed while implementing PjBL at four secondary schools in Zimbabwe. Results indicate policy failures with learner-centered pedagogy. Where some participants and their students had made significant progress, others had done very little at the time the policy reformers withdrew the projects. Feasibility studies could have circumvented some of the pitfalls experienced while enacting PjBL. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; Web site: https://scholarworks.iu.edu/journals/index.php/ijpbl/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01