Paper Title
THE IMPACT OF TEACHER-LEARNER POWER-SHARING STRATEGY ON LEARNER CENTERED INSTRUCTION IN MATHEMATICS AND INTEGRATED SCIENCE AT MUPAMAPAMO SECONDARY SCHOOL
Article Identifiers
: Authors
Keywords
Learner-centered instruction, expert power, referent power, reward power, legitimate power.
Abstract
This study documents the extent to which two teachers of Integrated Science and Mathematics shared their classroom power with their learners in order to enhance learner-centred instruction in the four key result areas of teacher job description in Zambia (planning, teaching, classroom management and evaluation). The study investigated (1) the extent to which learners were involved in the four key result areas and (2) the type of power bases the teachers used to control the classroom transactions. The rationale was that if learners were to be at the centre of lessons, teachers needed to relinquish part of their classroom power to their learners. The reframed teacher power use scale (rTPUS) questionnaire, written interviews, document analysis and observation checklists were used to collect data. Data was analyzed by critical discourse analysis. Generally, results indicated that Teacher B involved his learners more than teacher A in the four key result areas, and he was more social than teacher A.
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How To Cite (APA)
Hamusonde Brighton & Mulenga Evelyn (February-2023). THE IMPACT OF TEACHER-LEARNER POWER-SHARING STRATEGY ON LEARNER CENTERED INSTRUCTION IN MATHEMATICS AND INTEGRATED SCIENCE AT MUPAMAPAMO SECONDARY SCHOOL. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 8(2), b329-b341. https://ijnrd.org/papers/IJNRD2302134.pdf
Issue
Volume 8 Issue 2, February-2023
Pages : b329-b341
Other Publication Details
Paper Reg. ID: IJNRD_187112
Published Paper Id: IJNRD2302134
Downloads: 000122254
Research Area: Other
Author Type: Foreign Author
Country: Chongwe, zambia , Zambia
Published Paper PDF: https://ijnrd.org/papers/IJNRD2302134.pdf
Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2302134
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