Item history (bjohas, Sun Feb 14 2021 22:25:14 GMT+0000 (GMT))

TY - JOUR
TI - Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning
AU - Schweisfurth, Michele
T2 - International Journal of Educational Development
AB - Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
DA - 2015/01/01/
PY - 2015
DO - 10.1016/j.ijedudev.2014.10.011
DP - ScienceDirect
VL - 40
SP - 259
EP - 266
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
ST - Learner-centred pedagogy
UR - http://www.sciencedirect.com/science/article/pii/S0738059314001084
Y2 - 2020/09/06/11:25:03
L2 - https://www.sciencedirect.com/science/article/abs/pii/S0738059314001084
KW - Learner-centred education
KW - Pedagogy
KW - Post-2015
ER -

TY - JOUR
TI - Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning
AU - Schweisfurth, Michele
T2 - International Journal of Educational Development
AB - Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
DA - 2015///
PY - 2015
DO - 10.1016/j.ijedudev.2014.10.011
DP - ScienceDirect
VL - 40
SP - 259
EP - 266
J2 - International Journal of Educational Development
SN - 0738-0593
ST - Learner-centred pedagogy
UR - http://www.sciencedirect.com/science/article/pii/S0738059314001084
Y2 - 2015/04/30/10:00:40
ER -

group: 2405685

itemKey: 44GP3DG6

itemKeyOld: 57MFW2KZ

item.extra: shortDOI: 10/f65t73 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 10/f65t73 2339240:7FAWYW8S 2405685:44GP3DG6 2534378:ENK8YVXP

itemOLD.extra: KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 10/f65t73 2129771:P3WMASAB 2339240:IWUNNNQV 2405685:57MFW2KZ