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STRENGTHENING THE ADOPTION OF LEARNER- CENTRED PEDAGOGIES IN TEACHER EDUCATION IN UGANDA THROUGH VIDEO-BASED SELF REFLECTION AND COLLEGE- BASED MENTORSHIP SYSTEM

Authors

  • Kisalama Robert

    Author

  • Ahumuza Akiiki Emmanuel,

    Author

  • Okurut David Stephen

    Author

DOI:

https://doi.org/10.67861/x110x240

Keywords:

Learner-centred pedagogy, college –based mentorship, reflective practice, video-records, self-reflection

Abstract

The intermittent pedagogical support received by teacher-trainers from the central level makes it difficult to

implement new practices in teacher training institutions in Uganda. This mixed-methods study, investigated

teacher-trainers’ perceptions of a pilot pedagogical support system implemented by college-based mentors.

Qualitative and quantitative data were elicited using an on-line questionnaire completed by teacher- trainers

(n=100) and video-records of interviews with selected college-based mentors (n=6) who reflected on their own

experiences to propose ways of improving the system. The findings revealed that irrespective of years of experi

ence, teacher-trainers appreciate the contribution of college-based mentors towards the adoption of learner-cen

tred pedagogy. It also revealed that the opportunity for a self- reflection and collegial critique afforded by video

enhanced the practices of the mentees and greatly enriched the mentorship process. Nonetheless, the teacher

trainers expressed the need to broaden mentorship activities to include subject -specific pedagogic support.

Author Biographies

  • Kisalama Robert

    National Teachers' College, Kaliro, P. O. Box 65, Kaliro, Uganda

  • Ahumuza Akiiki Emmanuel,

    National Teachers' College, Kaliro, P. O. Box 65, Kaliro, Uganda

  • Okurut David Stephen

    National Teachers' College, Kaliro, P. O. Box 65, Kaliro, Uganda

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Published

2018-01-10

Issue

Vol. 8 (2018): Special Issue

Section

Articles

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Articles published in the Baraton Interdisciplinary Research Journal (BIRJ) are licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). Authors retain copyright in their work while granting BIRJ the right of first publication. This licence permits others to share and adapt the published work for non-commercial purposes, provided that appropriate credit is given to the original author(s) and source, and adaptations are distributed under the same licence.