Learning from a small state's experience: Acknowledging the importance of context in implementing learner-centred pedagogy

Abstract

The challenges of implementing learner-centred pedagogies have been well documented, noting that many reform efforts fail to consider important contextual factors. With attention to the disparity between policy and practice, this study investigated the conditions under which teachers can enact learner-centred pedagogy in the Maldives using design-based research; a theoretically oriented, participatory methodology exploring practical solutions in real-world settings. Working collaboratively with teachers from an island school, a pedagogical intervention based on learner-centred principles, was designed to fit the Maldivian context. This article discusses the process of implementing the interv..