Introducing a student-centred learning approach in current curriculum reform in Mozambican higher education
2012 (English)In: Education Inquiry, ISSN 2000-4508, Vol. 3, no 1, 37-48 p.Article in journal (Refereed) Published
The Eduardo Mondlane University (UEM) in Mozambique is introducing new participative forms of pedagogical practices into the process of its current curriculum reform. This article presents a case study of the introduction of a student-centred approach at one department and discusses some of the lecturers’ perceptions and experiences concerning the process. A qualitative study was carried out based on classroom observations and interviews. Activity theory was used in the analysisof the results. The findings show that the lecturers do not feel ownership of the curriculum reformintroducing student-centred learning. They express a need for training and the creation of adequatematerial conditions to apply the innovation. The findings also reveal contextual factors affecting student engagement in learning. In the conclusions, reflections are presented concerning the place of the generic values of learner-centeredness in the academic culture of the UEM.
Place, publisher, year, edition, pages
Umeå: Umeå Universitet , 2012. Vol. 3, no 1, 37-48 p.
activity theory, Mozambican context, student-centred approach, university pedagogy
Research subject educational work
IdentifiersURN: urn:nbn:se:umu:diva-53350OAI: oai:DiVA.org:umu-53350DiVA: diva2:511658