Teacher-Centered vs. Student-Centered

An Examination of Student Teachers’ Perceptions about Pedagogical Practices at Uganda’s Makerere University

Authors

  • Lawrence Muganga, PhD University of Alberta
  • Peter Ssenkusu, PhD Makerere University

DOI:

https://doi.org/10.18733/cpi29481

Abstract

Wright (2011) distinguishes between teacher-centered and student-centered learning approaches along a spectrum of five dimensions: power balance, course content function, teacher and student roles, responsibility for learning, and assessment purposes and processes. Based on Wright’s framework, this study explores students’ perceptions of their experience with teaching methods at Uganda’s Makerere University. Specifically, the investigation uses a mixed-methods research approach that combines survey data with focus group discussions. A total of 82 students volunteered, with 54 returning questionnaires. From among the 54 students, eight were chosen for focus group discussions. Students provided information about course content, educational philosophy, and teaching activities. In the area of course content, students reported that course completion and examination results outweighed skill development. The results for educational philosophy showed that the preparation of compliant citizens took precedence over the development of self-reliant individuals. Finally, the findings for teaching activities indicated that while teacher-centered tasks still predominated, several students had been exposed to some student-centered activities.

Author Biographies

Lawrence Muganga, PhD, University of Alberta

Lawrence Muganga, PhD, is an Author, Researcher, Authentic Learning Enthusiast, Policy Practitioner, Strategy Advisor and Performance Management Specialist. Dr. Muganga is an Authentic Learning Education Leader and Apologist at the University of Alberta in Edmonton, Canada.

Peter Ssenkusu, PhD, Makerere University

Peter M. Ssenkusu, PhD, in Education, is currently a lecturer in the Foundations and Curriculum Department, School of Education Makerere University in Uganda. His most recent research interests and works focus on teacher education and the changing pedagogy, teachers’ professional ethics, emotional intelligence and doctoral supervision.

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Published

2021-05-15