Active Learning Reform in the Maldives: What Works for Whom Under What Circumstances
Given the widespread promotion of learner-centred pedagogies globally, this chapter provides an analysis of the conditions under which teacher can implement active learning pedagogy in the Maldives. This study used design-based research, a participatory, interventionist approach, to investigate the enabling conditions for pedagogical reform in a local island school. The intervention was developed to promote innovation through a structured framework balancing teacher instruction and active learning methods. Data on teachers’ practice were collected detailing the factors influencing teachers’ use of the model. The findings were categorised across three broad areas: the clarity and accessibility of the model; teachers’ professional learning and the need for school-based support; and at the school level, the need to develop a reform-minded school community.
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