Implementation of learner-centred education by Grade 4 BETD in-service teachers in selected Namibia schools

Abstract

Before independence Namibia's education system was predominantly teacher-centred. Soon after its independence Namibia embarked on education restructuring and transformation. A new education system, leamer-centred education, was introduced to cater for the needs of all Namibian learners. It was seen as an effective antidote to the stifling teacher-centred practices of the previous education system. A new programme, the Basic Education Teacher Diploma (BETD) was introduced to prepare teachers to teach in a leamer-centred approach. Research has, however, indicated that many Namibian teachers have a somewhat shallow or naIve understanding oflearner-centred education. This small-scale case study, conducted in Oshikoto region, focuses on two Grade 4 teachers. The study examined the two teachers ' perceptions and experiences oflearnercentred education and the teaching strategies they use to develop learners' understanding. The study uses a qualitative approach in its exploration of teachers ' lived experiences of becoming learner-centred. The data emerging from this case study identify a number of misconceptions and understandings of leamer-centred education and its implementation. The findings suggest that teachers ' misconceptions are caused by a lack of deep understanding about the epistemology and theory of learning which underpins Namibia's reform policies and principles.