Abstract
Not surprisingly, international discourses on improving educational quality have focused attention on the importance of enhancing the capacity of teachers (UNESCO, 2004). Often such discourses have highlighted teachers’ classroom activity, with particular emphasis given to promoting active-learning and/or student-centered pedagogies (e.g., Beeby, 1966 and 1986; Ginsburg, 2010; Ginsburg and Megahed, 2008). For instance, the 1990 World Declaration on Education for All states that “active and participatory [instructional] approaches are particularly valuable in assuring learning acquisition and allowing learners to reach their fullest potential” (Interagency Commission, 1990, Article 4).
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