ABSTRACT
This chapter integrates the results and analyses discussed thus far. Chapter 4 transversally and vertically situated the research, exploring educational development in Tanzania across time and space. Chapter 5 utilised the transversal and vertical axes to provide historical and epistemological insights into data on teachers and teaching, as observed in the contemporary classrooms. Employing the horizontal axis, Chapter 6 compared the observed phenomena and pupils’ experiences between individual schools by differentiating observed learner-centred pedagogy (LCP) from perceived-LCP. Chapter 7 then employed these two kinds of LCP to explore the relationships between LCP and pupils’ learning outcomes. Pulling together these examinations, this chapter first highlights the significance of pupils’ perspectives when examining LCP implementation and, more broadly, in education research. After considering the importance of the children’s perspective, it brings the research findings together while focusing on how their views may have contributed to producing the results and interpretations in this study. In doing so, the chapter incorporates the conceptual, methodological and analytical frameworks applied in this book. This integration and summary of the findings will lead to a re-conceptualisation of ‘pedagogy’ and its conceptual framework, prompting a discussion about how the continuing global endeavour for implementing LCP should be pursued, or not.
