- Title
- Examining the knowledge and practices of selected Namibian accounting teachers about learner-centred methods of teaching
- Creator
- Kavari, Jackson-Hain Jakavaza Katjiuanjo
- Subject
- Student-centered learning -- Namibia
- Subject
- Accounting -- Study and teaching (Secondary) -- Namibia
- Subject
- Accounting students -- Namibia
- Date Issued
- 2012
- Date
- 2012
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:9520
- Identifier
- http://hdl.handle.net/10948/d1009428
- Identifier
- Student-centered learning -- Namibia
- Identifier
- Accounting -- Study and teaching (Secondary) -- Namibia
- Identifier
- Accounting students -- Namibia
- Description
- Learner-centred education has been in force in all schools in the Republic of Namibia since 1996. Progress towards adoption of learner-centred methods of teaching by teachers has been slow. The main purpose of this study is to examine how teachers understand the principles of learner-centred education in selected Secondary Schools in Omaheke Education Region. The secondary purpose of this study is to determine how teachers could be helped to improve the implementation of learner-centred education (LCE). The study used a qualitative approach. Data were collected from a purposively selected sample of Grade 10 accounting teachers in a specific region in Namibia by means of interviews, classroom observations and a qualitative questionnaire. Data were analysed thematically. The results indicated that, although the teachers had a positive attitude towards learner-centred education, they did not have the skills to adapt their teaching in an appropriate way to cope with the learner‟s lack of English literacy. The teachers possessed basic knowledge of learner-centred education practices, but found it very difficult to implement them in resource-poor environments. In addition, factors that hindered the effective implementation of learner-centred education in the classroom were identified. The study suggests ways to improve the knowledge and practices of teachers with regard to learner-centred teaching practices.
- Format
- ix, 103 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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NMMU School for Education Research and Engagement
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