ABSTRACT
This chapter extends the focus from teachers and teaching in the classroom realm to the attendant discourse of pedagogy spreading throughout the three domains of the conceptual framework. The previous chapter utilised the transversal axis of the comparative case-study approach extensively to unfold the possible influences of history on the observed phenomenon. This chapter brings in the horizontal axis to highlight current issues affecting the appropriation of learner-centred pedagogy (LCP). In setting the scene for horizontal comparisons, the first section presents the results from differing levels of observed-LCP implementation by individual schools and by the three school categories. It also introduces the concept of perceived-LCP, or the subjective experiences of LCP-related activities as identified by pupils. The extent of LCP implementation observed and perceived is compared, prompting an enquiry into why distinctive differences were seen between observed- and perceived-LCP and between the three school categories. The chapter seeks explanatory facets for these differences from the attendant discourse in the system/policy and culture/society strata of the conceptual framework. The next two sections centre around environmental and academic issues. These seemed to affect LCP implementation differently depending on school location and type. The last section introduces the nature of pupil–teacher relationships as another influential aspect for LCP implementation, while attending to all three strata of the conceptual framework. The chapter thus aims to demonstrate the intertwining nature of pedagogy throughout the three domains of the conceptual framework.
