Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship System
The intermittent pedagogical support received by teacher-trainers from the central level makes it difficult to implement new practices in teacher training institutions in Uganda. This mixed-methods study investigated teacher-trainers’ perceptions of a pilot pedagogical support system implemented by...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Unit for Distance Education, Faculty of Education, University of Pretoria
2021-05-01
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| Series: | Teacher Education through Flexible Learning in Africa |
| Subjects: | |
| Online Access: | https://upjournals.up.ac.za/index.php/tetfle/article/view/70 |
| _version_ | 1811183644956426240 |
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| author | Robert Kisalama Abdul-Majid Kibedi |
| author_facet | Robert Kisalama Abdul-Majid Kibedi |
| author_sort | Robert Kisalama |
| collection | DOAJ |
| description | The intermittent pedagogical support received by teacher-trainers from the central level makes it difficult to implement new practices in teacher training institutions in Uganda. This mixed-methods study investigated teacher-trainers’ perceptions of a pilot pedagogical support system implemented by college-based mentors. Qualitative and quantitative data were elicited using an online questionnaire completed by teacher- trainers (n=100) and video-records of interviews with selected college-based mentors (n=6) who reflected on their own experiences to propose ways of improving the system. The findings revealed that irrespective of years of experience, teacher-trainers appreciate the contribution of college-based mentors towards the adoption of learner-centred pedagogy. It also revealed that the opportunity for self-reflection and collegial critique afforded by video enhanced the practices of the mentees and greatly enriched the mentorship process. Nonetheless, the teacher-trainers expressed the need to broaden mentorship activities to include subject-specific pedagogical support. |
| first_indexed | 2024-04-11T09:50:23Z |
| format | Article |
| id | doaj.art-0b8fbba2f8174ba5a9e39a286ac66696 |
| institution | Directory Open Access Journal |
| issn | 2788-6298 |
| language | English |
| last_indexed | 2024-04-11T09:50:23Z |
| publishDate | 2021-05-01 |
| publisher | Unit for Distance Education, Faculty of Education, University of Pretoria |
| record_format | Article |
| series | Teacher Education through Flexible Learning in Africa |
| spelling | doaj.art-0b8fbba2f8174ba5a9e39a286ac666962022-12-22T04:30:49ZengUnit for Distance Education, Faculty of Education, University of PretoriaTeacher Education through Flexible Learning in Africa2788-62982021-05-011110.35293/tetfle.v1i1.7070Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship SystemRobert Kisalama0Abdul-Majid Kibedi1Uganda-Belgium Teacher Training Education ProjectMinistry of Education and Sports, UgandaThe intermittent pedagogical support received by teacher-trainers from the central level makes it difficult to implement new practices in teacher training institutions in Uganda. This mixed-methods study investigated teacher-trainers’ perceptions of a pilot pedagogical support system implemented by college-based mentors. Qualitative and quantitative data were elicited using an online questionnaire completed by teacher- trainers (n=100) and video-records of interviews with selected college-based mentors (n=6) who reflected on their own experiences to propose ways of improving the system. The findings revealed that irrespective of years of experience, teacher-trainers appreciate the contribution of college-based mentors towards the adoption of learner-centred pedagogy. It also revealed that the opportunity for self-reflection and collegial critique afforded by video enhanced the practices of the mentees and greatly enriched the mentorship process. Nonetheless, the teacher-trainers expressed the need to broaden mentorship activities to include subject-specific pedagogical support.https://upjournals.up.ac.za/index.php/tetfle/article/view/70learner-centred pedagogycollege–based mentorshipreflective practice mixed-methods studyteacher-trainersvideo-recordsself-reflectioncollegial critique |
| spellingShingle | Robert Kisalama Abdul-Majid Kibedi Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship System Teacher Education through Flexible Learning in Africa learner-centred pedagogy college–based mentorship reflective practice mixed-methods study teacher-trainers video-records self-reflection collegial critique |
| title | Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship System |
| title_full | Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship System |
| title_fullStr | Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship System |
| title_full_unstemmed | Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship System |
| title_short | Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship System |
| title_sort | strengthening the adoption of learner centred pedagogies in teacher education in uganda through video based self reflection college based mentorship system |
| topic | learner-centred pedagogy college–based mentorship reflective practice mixed-methods study teacher-trainers video-records self-reflection collegial critique |
| url | https://upjournals.up.ac.za/index.php/tetfle/article/view/70 |
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