Enabling teachers in systemic reform: the implementation of 'learner-centred' pedagogy in low-income contexts

Educational reform is an important, and yet, a complex process for every context to adapt to emerging needs. Following the global commitment to "Education for All", while access to schooling has improved, a 'learning crisis' is observed with alarming worries over the quality of educational provision (UNESCO, 2013). Given the centrality of teaching-and-learning processes in educational quality (UNESCO, 2014), growing attention is put on classroom as a site of intervention.

My research contributed to the slowly growing body of empirical work looking into the complexities of classroom practice, by focusing on a popular reform approach known as 'learner-centred' pedagogy (LCP) (Vavrus, Thomas, & Bartlett, 2011). Yet, despite its popularity, LCP has no universalist understanding or format that works best across contexts (Schweisfurth, 2013).

Its implementation, especially in low-resource contexts, is also confined by a wide range of intertwining systemic factors (Nsengimana, Mugabo, & Hiroaki, 2020).

With Rwanda chosen as a case study, I undertook a qualitative study using semi-structured interviews and classroom observation as primary methods to engage with teachers, teacher trainers, and government officials around their perception and practices of LCP. The key findings showed that while most participants discussed LCP in terms of students' active participation in various learning activities, others argued for improving learning through content rather than teaching formats.

This was attributed to a range of contextual realities, which required strong teacher-led instruction and management to enable effective learning in line with curriculum needs. Participants also reflected critically on multiple key enablers of the reform to support teachers, including policies, instructional environment, teacher training, school leaders, students and parents.

Throughout the fellowship, I will build on these gathered qualitative evidence to maximize research impact. For academic audience, this will be achieved by publishing in high impact journal papers, and disseminating findings in major conferences. My research findings provided important implication for theories on pedagogy.

Building on Guthrie's (2018) teaching style model, my research showed that there is no 'best' practice across contexts. Rather, meaningful and productive change require compatibility with contextual beliefs and realities. Moreover, supporting Fullan's (2007) call for a whole-system approach to reform, my research provided strong evidence that upskilling teachers in isolation of wider systemic issues was insufficient to achieve the desired changes.

For the wider audience, the research will also provide substantial impact that has strong relevance to societal practice. My research highlighted that to achieve sustainable change, there is a need to engage with practitioners' voices, build on teachers' willingness, and support them to develop a range of innovative pedagogical strategies that can be responsive to different settings and learning needs.

Apart from training teachers, teaching and learning materials were found to play particularly crucial role. I will thus maximize impact by using a range of innovative and effective strategies to visualise and communicate these findings. These include blogs, seminars, and a series of participatory dissemination activities planned in Rwanda addressing different audience.

Overall, the Fellowship will enable me to build on my PhD research through dissemination, and to take these important issues forward in future research. Through undertaking further trainings and supporting students in practice, I will further strengthen my knowledge and skills to research on pedagogy and relevant issues. Ultimately, it is wished that all students can benefit fully from quality and equitable education, which can effectively equip them with holistic competencies for the future.