Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship System

Authors

  • Robert Kisalama Uganda-Belgium Teacher Training Education Project
  • Abdul-Majid Kibedi Ministry of Education and Sports, Uganda

DOI:

https://doi.org/10.35293/tetfle.v1i1.70

Keywords:

Learner-centred pedagogy, College–Based Mentorship, Reflective Practice Mixed-methods study, teacher-trainers, video-records, self-reflection, collegial critique

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 online 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 experience, teacher-trainers appreciate the contribution of college-based mentors towards the adoption of learner-centred pedagogy. It also revealed that the opportunity for 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 pedagogical support. 

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Published

2021-05-07

Issue

Vol. 1 No. 1 (2019): TEACHER EDUCATION THROUGH FLEXIBLE LEARNING

Section

Country Report

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How to Cite

Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship System. (2021). Teacher Education through Flexible Learning in Africa (TETFLE) , 1(1). https://doi.org/10.35293/tetfle.v1i1.70