ABSTRACT
The previous chapter identified areas in earlier research on the implementation of learner-centred pedagogy (LCP) in the global South that require further study. There seems to be a dearth of consideration of pupil’s perspectives and learning outcomes in relation to LCP implementation, historical contextualisation of leaner-centred ideas and practices in Tanzania’s ‘tradition’, and methodological unevenness within the literature examining LCP implementation. Pertaining to the book’s intended methodological contributions, this chapter considers the methodology and methods applied to generate data to address these research gaps. After setting out my philosophical stance, the chapter explains the comparative case-study approach, which methodologically framed the research. This is followed by a discussion of research design, incorporating a mixed-methods design and an embedded multiple-case design. The chapter then presents the six data collection methods employed: unstructured lesson observations, structured lesson observations, semi-structured interviews with teachers, focus group discussions with pupils, questionnaires and academic exams.
