Journal article

Moving beyond the teacher-centred/learner-centred dichotomy: implementing a structured model of active learning in the Maldives

R Di Biase

Compare: A Journal of Comparative and International Education | CRC Press (Taylor & Francis Group) | Published : 2019

Abstract

In efforts to improve the quality of education, the disparity between policy and practice in implementing learner-centred pedagogy has been well-documented. Acknowledging these challenges, this study investigated active learning reform using design-based research, an interventionist methodology in the Maldives. The intervention specifically sought to address the policy-practice gap through the development of a structured model of active learning, drawing on recommendations in the literature and moving beyond the simple dichotomy of teacher-centred versus learned-centred pedagogy. Teachers’ enactment of the model was studied within a Maldivian island school. The data identified enabling condi..

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