ABSTRACT
This book has examined how and to what extent Tanzanian primary schools have implemented learner-centred pedagogy (LCP) within their own historical, social and cultural environments, and whether and how LCP translates into pupil learning. It has adapted a comprehensive conceptualisation of pedagogy to an empirical enquiry on LCP implementation, as opposed to the existing norm which views LCP only in relation to observable teaching. Engaging with the literature primarily exploring teachers and their teaching processes, this study elucidates pupils’ experiences with the implementation of LCP, and teachers’ views of LCP and their teaching practices. This concluding chapter specifies potential contributions this study has made to the field of pedagogical research and educational policy research. This will lead to a discussion of possible applications of the analysis and findings to policymaking and future research. The book closes by acknowledging its limitations and prompting suggestions for further study.
