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Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning

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  • Schweisfurth, Michele

Abstract

Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.

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  • Schweisfurth, Michele, 2015. "Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning," International Journal of Educational Development, Elsevier, vol. 40(C), pages 259-266.
    • Handle: RePEc:eee:injoed:v:40:y:2015:i:c:p:259-266
    DOI: 10.1016/j.ijedudev.2014.10.011
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    References listed on IDEAS

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    1. anonymous, 2003. "Interagency advisory on mortgage banking activities," Federal Reserve Bulletin, Board of Governors of the Federal Reserve System (U.S.), issue Apr.
    2. Bartlett, Lesley & Dowd, Amy Jo & Jonason, Christine, 2015. "Problematizing early grade reading: Should the post-2015 agenda treasure what is measured?," International Journal of Educational Development, Elsevier, vol. 40(C), pages 308-314.
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    Cited by:

    1. Bremner, Nicholas & Sakata, Nozomi & Cameron, Leanne, 2022. "The outcomes of learner-centred pedagogy: A systematic review," International Journal of Educational Development, Elsevier, vol. 94(C).
    2. Alison Greig & Julian Priddle, 2019. "Mapping Students’ Development in Response to Sustainability Education: A Conceptual Model," Sustainability, MDPI, vol. 11(16), pages 1-12, August.
    3. Murod Ismailov & Thomas K. F. Chiu & Julie Dearden & Yukiko Yamamoto & Nigora Djalilova, 2021. "Challenges to Internationalisation of University Programmes: A Systematic Thematic Synthesis of Qualitative Research on Learner-Centred English Medium Instruction (EMI) Pedagogy," Sustainability, MDPI, vol. 13(22), pages 1-40, November.
    4. Schweisfurth, Michele, 2023. "Disaster didacticism: Pedagogical interventions and the ‘learning crisis’," International Journal of Educational Development, Elsevier, vol. 96(C).
    5. Emilio Crisol Moya & María Jesús Caurcel Cara, 2021. "Active Methodologies in Physical Education: Perception and Opinion of Students on the Pedagogical Model Used by Their Teachers," IJERPH, MDPI, vol. 18(4), pages 1-18, February.
    6. Le, Hang M., 2018. "The reproduction of ‘best practice’: Following Escuela Nueva to the Philippines and Vietnam," International Journal of Educational Development, Elsevier, vol. 62(C), pages 9-16.
    7. Smail, Gareth, 2017. "Politicized pedagogy in Morocco: A comparative case of teachers of English and Arabic," International Journal of Educational Development, Elsevier, vol. 53(C), pages 151-162.
    8. Murugaiah, Kiruba, 2023. "“We make do”: Experiences and beliefs of teachers working in conflict-affected Niger," International Journal of Educational Development, Elsevier, vol. 100(C).
    9. Stutchbury, Kristina & Biard, Oliver, 2023. "Practical theorising for the implementation of educational change: Evidence from sub-Saharan Africa," International Journal of Educational Development, Elsevier, vol. 98(C).

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