1887

oa Mosenodi - Pedagogical styles as paradigms : towards an analytical framework /or understanding classroom practice in Botswana

Volume 6, Issue 1
  • ISSN : 1021-559X

 

Abstract

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.

Loading full text...

Full text loading...

Loading

Article metrics loading...

/content/mosenodi/6/1/AJA1021559X_140
1998-01-01
2016-12-11

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error