Current Approaches to Learner-Centered Teaching in Rural Kenya: A Case Study

• In Event: Empowering Educators: Fostering Learner-Centered Approaches and Resilience Across Global Classrooms

Abstract

Through a postcolonial and culturally responsive framework, this case study aims to explore Kenyan teachers’ perceptions of learner-centered teaching beliefs and practices while participating in a three-day professional learning series. Data sources included pre- and post-surveys, participant-generated artifacts, observations, and interviews. Our findings reveal that the majority of participants believed teachers’ roles should be flexible and democratic rather than authoritative. Participants also held a theoretical value of active learning but perceived lack of technological devices were a barrier to integrating teaching and technology. The data indicate that learner-centered teaching in postcolonial rural Kenya is happening with minimal technology in classrooms but not as frequently as teacher-centered activities.

Authors

• Astri Napitupulu, University of Missouri - St. Louis

• Nicole R. Misra, University of Missouri - St. Louis