Enabling pedagogic reform in the Maldives: implications for translating policy into teacher practice

Abstract

For education reform to move beyond policy rhetoric and find a place in teachers’ practice, the critical role of teachers must be acknowledged. Moving beyond a focus on the “what” of educational reform to the “how”, this study explores the enabling conditions for implementing learner-centred education in the Maldives. Using design-based research, an interventionist methodology, the key role of teachers and their professional development needs was investigated. A pedagogical intervention was developed and studied in a Maldivian island school. Data were collected through questionnaires, interviews and fieldnotes to document the processes and circumstances that influenced teachers’ enactment of..