Toward an alternative to learner-centred pedagogy: A bottom-up approach to valued educational practices in Tanzania

2022 Fiscal Year Final Research Report

• Project/Area Number: 20K22241
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund
• Review Section: :Education and related fields
• Research Institution: Hiroshima University
• Principal Investigator: Sakata Nozomi 広島大学, IDEC国際連携機構:CICE, 助教 (90881300)
• Project Period (FY): 2020-09-11 – 2023-03-31
• Keywords: タンザニア / 学習者中心型教授法 / オルタナティブ教授法 / 自立のための教育 / 比較事例研究法 / ケイパビリティアプローチ / アフリカ

Outline of Final Research Achievements

Amid the global surge of learner-centered pedagogy (LCP) as a “universal panacea,” this research proposes an alternative pedagogical framework in Tanzania based on (1) historically nurtured pedagogies, (2) currently valued pedagogies, and (3) a flexible approach to LCP. Using the comparative case study approach and the capability approach, the research explored educational development in Tanzania through a historical lens, the interaction of LCP discourse at different policy levels, and pedagogies conceived as being of value examined through semi-structured interviews and focus group discussions. The findings indicated that some principles of LCP were espoused by all three aspects above, while other LCP concepts were supported by one or two of them. It is suggested that seeking the overlapping pedagogical elements over time and across different policy levels will offer an alternative means to pursue locally appropriate pedagogies in a given setting.

Free Research Field

教育開発学

Academic Significance and Societal Importance of the Research Achievements

国際教育開発分野では、「万国に共通して効果的な教授法」として、学習者中心型教授法（アクティブラーニング、協調型学習など）が発展途上国へ教育移転されてきた。しかし、欧米の教育哲学や思想に基づく本教授法と、途上国で普及する教師中心型教授法の二項対立を超え、現地の社会文化に根づき、かつ高い学習成果を生み出せる第三の教授法は体系的に確立されていない。
本研究で析出されたオルタナティブ教授法の構築過程により、ある国・地域の歴史・文化に根差し、かつそこで現代を生きる人々が理想と考える教授法を編み出すアプローチ法を提示したといえる。