Inner tensions in changing pedagogical approaches in Mozambican higher education
2014 (English)In: Comprehensive Journal of Educational Research, ISSN 2312-9421, Vol. 2, no 5, 60-69 p.Article in journal (Refereed) Published
The paper discusses tensions in the process of implementation of student-centered pedagogical approaches in Mozambican higher education. A qualitative study was carried out based on document analysis, classroom observations and semi-structured interviews at one selected university. The analysis of this data was based on an activity theory approach which connects psychological, cultural and contextual perspectives. Data collected in this study showed that the teachers did not feel ownership of the innovation and the students revealed difficulties in taking responsibility for their learning. Traditional ‘punitive’ assessment culture and the Mozambican ‘poverty context’ influenced pedagogical practice. Younger teachers appeared to have more interest in the innovation.
Place, publisher, year, edition, pages
Knowledgebase Publishers , 2014. Vol. 2, no 5, 60-69 p.
activity theory, curriculum reform, student-centered learning, university pedagogy
Research subject educational work
IdentifiersURN: urn:nbn:se:umu:diva-88790OAI: oai:DiVA.org:umu-88790DiVA: diva2:717382
FunderSida - Swedish International Development Cooperation Agency