%0 Journal Article
%T Mathematics and science teachers¡¯ understanding and practices of learner-centred education in nine secondary schools from three districts in Rwanda
%J -
%D 2017
%X The aim of the study reported in this paper was to reveal how Rwandan school teachers of Mathematics and science at the secondary school level understand and implement learner-centered pedagogy. The study was qualitative in nature. It employed qualitative methods of data collection including in-depth interviews and observations. In total, 40 Mathematics and science teachers from nine schools located in three districts in Rwanda were interviewed, and 57 lessons were observed and video-recorded. Schools were selected based on their socio-economic status and location. Data were analysed using an analytical framework developed by researchers. The study¡¯s findings reveal that learner-centred teaching is limited to simple oral questioning, group discussion, and experimentation or doing exercises. Similarly, the findings prove that teachers¡¯ knowledge and skills as regard learner-centred pedagogical paradigm is limited. Based on these findings, the researchers are concerned about how the competence-based curriculum that has been recently adopted by the government of Rwanda is being implemented. The article concludes by suggesting ways of enhancing Mathematics and science teachers¡¯ understanding and practices of learner-centred education.
%K learner-centred approach
%K Mathematics and science education
%K practice
%K and understanding
%U https://www.ajol.info/index.php/rje/article/view/160062