ABSTRACT
Chapter 2 introduced a comprehensive definition of pedagogy, constituting ‘the observable act of teaching’ and its attendant discourse inclusive of educational theories, values, evidence and justifications. This chapter centres on one of the complementing constituents of pedagogy, the observable act of teaching, and its actors, teachers. Sitting in the innermost layer of the conceptual framework, these two elements of pedagogy have been a primary focus of existing literature regardless of the fact that students and learning equally compose an integral part of pedagogy in the classroom. This chapter presents findings on how teachers think about learner-centred pedagogy and how they act in the classroom, obtained mainly from semi-structured interviews with teachers and unstructured and structured classroom observations. The chapter adds transversal and vertical analysis to the observed phenomenon to embed the findings within historical and epistemological contexts unique to Tanzania.
