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Research Article Open access CC BY 4.0

Teacher Educators and Student Teachers’ Perceptions on the Implementation of Learner-Centred Pedagogy in Higher Education in Rwanda

Valens Ngarukiye, Dieudonné Tuyishime, Olivier Habimana, Venuste Nsengimana, Joseph Nzabahimana, Gabriel Bazimaziki, Wenceslas Nzabalirwa, Peter Mtika

Journal of Education, Society and Behavioural Science · pp. 84–95 · Published 26 Dec 2022

10.9734/jesbs/2022/v35i121197

Abstract

Most of research conducted on Learner-Centered Pedagogy (LCP) in sub-Saharan region recommend further exploration of its implementation. This study sought to look into it with particular interest in learner-centred application at University of Rwandan - College of Education.The study adopted a mixed method approach with a sample size of 278 teacher educators and student teachers.The findings revealed teachers’ positive perceptions of learner-centred pedagogy with a grand mean of 3.70 and students’ moderate perceptions with a mean of 3.01. Likewise, the findings highlighted the implementation of LCP at a moderate level with a mean of 3.23. Results bespeak that LCP was influenced by teachers’ heavy workload (Mean: 4.07), limited resources and facilities (Mean: 4.00), students’ reluctance to be active participants (Mean: 3.47), insufficient time allocated to lessons (Mean: 3.47), lack of funding (Mean: 3.33) and perceived students’ low ability (Mean: 3.17). Coping with any of these challenges will yield effective LCP implementation in higher education.

Constructivism learner-centred pedagogy student teachers teacher educators higher education.

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