Conclusions and Discussions

• In Event: Educating Diverse Democracies: Comparing the Voices of Teachers and Students on Activity-Based Learning in Eight Countries

Abstract

Conclusions and Discussions
Results indicate that teachers in all seven countries have made the necessary changes to adopt most of the reforms. Some sample teachers are still struggling with transitioning. Same results as in Literature Review. Most teachers and students claimed that teachers were using a variety of teaching methods, although teacher-directed strategies still dominated. This was evident in our classroom observations. However, there were conflicting perceptions of how often student-centred activities were used. The use of technology is quite limited in the classrooms perhaps due to access of computers, availability of software, and teacher training.
Teachers indicated that there was adequate support in terms of resources and PD in Canada, not the others. More resources and PD are needed for teachers, especially in rural schools in Africa, China and the Caribbean. Both attitudes and capabilities are going down “Students do not have self-motivation and interest in education”
Sample teachers in all jurisdictions appeared to have some management problems as 36-70% of the sample students claimed that the behaviours of others in the classroom were affecting their work. Sample teachers claimed that they had management problems but to a lesser extent than the sample students. Classroom management needs increased as new modes of teaching and transitioning created new situations for students to deviate from expected behaviors. More in-service training would help and definitely reducing class size.

Author

• Peter Yee Han Joong, University of Toronto