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Examining Teachers' Beliefs and Classroom Practice

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Examining Teachers' Beliefs and Classroom Practice The implementation of learner-centred teaching in Mauritian state secondary schools: examining teachers’ beliefs and classroom practice Bibi Sabina Allybokus Institute of Education University College London Submitted for the degree of Doctor of Education 1 Acknowledgements I am indebted to the thirty participants in this project who gave their time so generously. There would have been no thesis without their collaboration. I would also like to thank my family for their patience, love and support through those five years of research. Finally, I would like to thank my supervisors, Dr. Clare Bentall and Dr. Gwyneth Hughes for their guidance, critical reflections and encouragement. 2 Declaration and word length I hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. I confirm that the following thesis does not exceed the word limit of 45,000 prescribed for the Doctor in Education Degree (exclusive of appendices, the list of references and bibliographies but including footnotes, endnotes, glossary, maps, diagrams and tables). Signed: Sabina Allybokus 3 Abstract The Mauritian Education system is a highly elitist and examination-oriented system where teachers in state secondary schools enjoy complete autonomy in the selection of their teaching methods. Despite education policies recommending learner-centred teaching (LCT) for a more inclusive, integrated and holistic approach to education (NCF, 2009, p. 7), most secondary education teachers generally use teacher-centred teaching (TCT) methods even after having learned LCT in professional teaching courses. In this study I examine how 30 professionally trained teachers from eight state secondary schools in Mauritius understand LCT and how they implement it in class. I also explore why those teachers choose this approach and which skills they think are necessary for effective LCT. This qualitative study uses a social-constructivist approach. It was carried out in two phases. In the first phase I looked into teachers’ understandings of LCT and in the second phase I observed teachers enactment of LCT in their classrooms. Data gathering tools were questionnaires, semi-structured interviews, focus groups, class observations and debriefing sessions. The findings point towards two perspectives of LCT: the first perspective is a cognitive perspective, which is more achievement-oriented, and the second one is an emancipatory perspective, which focuses on re-engaging learners with their studies. The study also shows that their work contexts, their beliefs and the pressure of an exams-oriented system shape teachers’ understanding of LCT and in its actual form LCT in Mauritian schools is only partially learner-centred with a mix of LCT and TCT. The main contribution of this thesis is the acknowledgment of the kind of LCT that teachers can achieve without any form of support and the potential of our teachers in transforming our classrooms with authentic and effective forms of LCT provided 4 continuing professional development and school support become regular features of our education system. Contents Page Reflective statement ..................................................................................................................... 10 Summary of my learning experience ................................................................................. 10 Overview of the programme and contribution to my professional knowledge and development ............................................................................................................. 12 Comparative dimensions of the thesis .............................................................................. 14 Chapter 1 Introduction .............................................................................................................. 16 1. 1 A professional need ........................................................................................................ 16 1. 2 Capitalising on human resource ................................................................................ 16 1. 3 The Mauritian education system ................................................................................ 19 1. 4 My interest in LCT ............................................................................................................ 20 1. 5 Overview of the organisation of the thesis ............................................................ 24 Chapter 2 Literature Review .................................................................................................. 26 2. 1 Introduction ....................................................................................................................... 26 2. 2 Importance of teachers’ beliefs .................................................................................. 26 2. 2. 1 How beliefs shape practice ................................................................................. 27 2. 2. 2 Teachers’ educational beliefs in research..................................................... 29 2. 2. 3 Factors promoting constructivist or LC teaching ...................................... 30 2. 3 Theoretical foundations of teacher-centred and learner-centred instruction .......................................................................................................................... 31 2. 4 Behaviourist practices in Mauritian state schools .............................................. 31 2. 4. 1 Implications for instruction ............................................................................... 32 2. 4. 2 Critics of behaviourism ........................................................................................ 33 2. 5 LCT and Constructivism ................................................................................................ 34 2. 5. 1 Constructivist strategies and tools in LCT .................................................... 35 2. 5. 2 Shifting the focus from teaching to learning................................................ 36 2. 5. 3 Critics of constructivist pedagogy ................................................................... 41 2. 6 Characteristics of LCT .................................................................................................... 42 2. 6. 1 A LCT philosophy resting on three essential behaviours ....................... 44 2. 6. 2 A LCT model based on Best Teaching Practice ........................................... 45 2. 6. 3 Three core principles of LCT.............................................................................. 46 2. 6. 4 A LCT experience based on five key changes ............................................. 49 2. 6. 5 Tensions in LCT....................................................................................................... 55 5 2. 7 The different perspectives of LCT ............................................................................. 56 2. 7. 1 The cognitive perspective ................................................................................... 56 2. 7. 2 The emancipatory perspective ......................................................................... 57 2. 7. 3 The preparatory perspective ............................................................................. 57 2. 8 LCT in the developing world. ...................................................................................... 58 2. 8. 1 Causes of failure of LCT........................................................................................ 60 2. 8. 2 Compromise to LCT: adapting to contexts ................................................... 61 2. 9 Summary ............................................................................................................................. 62 Chapter 3 Research design and methodology ................................................................ 63 3. 1 Introduction ....................................................................................................................... 63 3. 2 A social-constructivist perspective ........................................................................... 63 3. 2. 1 The role of the researcher .................................................................................... 64 3. 3 Design and conduct of the study ................................................................................ 65 3. 3. 1 Selecting sample ..................................................................................................... 65 3. 3. 2 Questionnaires .......................................................................................................... 67 3. 3. 3 Semi-structured interviews ............................................................................... 68 3. 3. 4 Focus groups ............................................................................................................ 70 3. 3. 5 Class observations ................................................................................................. 71 3. 3. 6 My field diary ........................................................................................................... 73 3. 4 Data analysis ....................................................................................................................... 73 3. 4. 1 Data reduction ............................................................................................................ 74 3. 4. 2 Data display ..............................................................................................................
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