Learner centred methods for whom? Lessons from Botswana Junior Secondary Schools

Abstract

This paper contributes to the ongoing discourse on pedagogical practices in developing contexts. The argument is that in large mixed ability classes, learner centred pedagogy is not only faced with a myriad of challenges, but fails to cater for the range of learners. The paper provides a review of constructivist approaches and proposes pedagogical flexibility based on context and type of learner. The study used multiple methods to examine the implementation of learner centred pedagogies in Junior Secondary Schools (JSSs) in Botswana. Findings showed that to maximise learning in mixed ability classes, teachers need to employ an array of instructional strategies.

Keywords: Pedagogical flexibility, development, educational policy, learner diversity.