Pupils’ experiences with learner-centred pedagogy in Tanzania

Abstract

ABSTRACT Teachers and pupils co-construct classroom reality, but existing studies examining learner-centred pedagogy (LCP) in the Global South have primarily focused on teachers. Pupils’ experiences with LCP and its contribution to their learning have attracted little scholarly attention. This article seeks to address this gap to some extent by exploring not only teaching and learning practices observed in classrooms but also pupils’ narratives about their experiences in Tanzania. This research utilised focus group discussions with pupils and classroom observations to understand pupils’ perspectives on classroom experiences. Pupils spoke of discussions, group work and pupil-initiated Q&A as their favourite classroom activities; however, classroom observations revealed virtual absence of LCP-related practices. Analysis of pupil–teacher interactions and relationships with teachers indicates pupils’ fear of teachers and their view of the latter as a respected source of knowledge. The paper underscores pupils’ perspectives as a step to make LCP policies truly centre on learners.