Abstract
In an effort to improve the quality of primary education in Malawi, the Ministry of Education, Science and Technology reformed primary school and primary teacher education curricula in 2008 from teacher-centred to learner-centred. Since then, primary school teachers are being trained to be facilitators of the learning process other than master-providers of knowledge. Subsequently, it is expected that learners become active agents in the learning process other than passive listeners. Given challenges such as inadequate teaching and learning materials, large class sizes and inadequate learning facilities, this study was conducted to find out how primary school teachers implement learner-centred approaches in Kasungu District in Malawi. The study employed the progressivism learning theory propounded by John Dewey as the theoretical framework. Using qualitative methods, data were collected by interviewing 12 teachers (6 male and 6 female), classroom observations and document analysis. The study revealed that due to challenges mentioned, primary school teachers fail to plan for learner-centred approaches at lesson planning level, fail to stimulate learners’ interest during classroom instruction and fail to engage in critical thinking and problem solving activities with their learners in class. The paper provides opportunity for the Malawi Government to understand the challenges faced by primary school teachers in implementing leaner-centred approaches. DOI: 10.5901/mjss.2014.v5n23p967
Highlights
Malawi is situated in Southern Africa and bordered by Tanzania to the northeast, Zambia to the northwest and Mozambique to the southwest and southeast
The paper sought to answer three research questions: first, how primary school teachers prepare and plan lessons to promote learners’ participation in learning; second, how primary school teachers stimulate learners’ interest and arouse their curiosity to learn and third, how primary school teachers involve learners in critical thinking and problem solving during instructional delivery
The paper has argued that while teachers see the need for using learner-centred approaches to instruction, they fail to plan for them due to the challenges of inadequate teaching and learning materials, large class sizes, inadequate learning facilities and in some cases, lack of pedagogic knowledge
Summary
Malawi is situated in Southern Africa and bordered by Tanzania to the northeast, Zambia to the northwest and Mozambique to the southwest and southeast. Following democratic elections in 1994, the government introduced free primary education that saw a dramatic increase in the number of children attending primary school. The Ministry of Education, Science and Technology is responsible for the primary, secondary and teacher education sectors. Malawi follows the 8-4-4 system where primary school lasts for 8 years, secondary school for 4 years and university education for 4 years. Children start primary schooling at the age of 5 and finalise at the age of 13. Standard 8 has only 2 teaching terms as the third term is devoted to final examinations in which learners sit for the Primary School Leaving Certificate Examinations (PSLCE) to enable them enter secondary
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