Abstract
In the previous chapter, we saw that teachers’ understandings and implementation of the pedagogical approaches they learn in pre-service and in-service teacher education programs are an enduring concern in educational research (Cohen and Ball 1990; Cuban 1998). Chapter 3 also explained why the limited opportunities for teacher professional development in Tanzania made the Teaching in Action (TIA) workshop an important event for teachers as they struggle to make sense of recent changes to policy and curricula aimed at greater use of learner-centered pedagogy (LCP). In Chapter 1, we saw that many countries in sub-Saharan Africa (SSA) have begun to adopt LCP, with Tanzania joining this reform movement in earnest in the early 2000s.
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Bartlett, L., Mogusu, E. (2013). Teachers’ Understandings And Implementation Of Learner-Centered Pedagogy. In: Teaching in Tension. Pittsburgh Studies in Comparative and International Education, vol 1. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-224-2_4
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DOI: https://doi.org/10.1007/978-94-6209-224-2_4
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