oa Mosenodi - Pedagogical styles as paradigms : towards an analytical framework /or understanding classroom practice in Botswana
This paper argues that this technicist approach to the problem of pedagogical change is simplistic and inadequate since it disregards fundamental questions relating to the value assumptions inherent in the two pedagogical paradigms-teacher-centredness and learner-centredness. These are informed by incongruent epistemological assumptions. To expect teachers and students to easily move from one to the other is necessarily to expect them to make a paradigm shift which is never easy.
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