Abstract:
The aim of this case study was to evaluate learner-centered principles that teachers follow in the process of teaching and learning so as to identify and explore challenges that they face in the implementation of learner-centered approach in urban primary schools in Malawi. Literature indicates that, teachers in urban schools were not fully oriented on how to implement LCA. In addition, the policy stipulates that all newly qualified primary school teachers be posted in rural primary schools and remain there for five years before going to urban schools, which creates a gap of knowledge in LCA implementation between urban and rural teachers. The study was conducted in two schools chosen for convenience sake in Blantyre city. It employed the constructivist learning theory as the theoretical framework. Using qualitative methods, data were collected by interviewing eleven participants and observing delivery of lesson in the schools under study. The participants were selected using purposive sampling technique. This study was situated within the interpretivist paradigm. In this study, findings revealed that in the process of teaching and learning, urban teachers do not follow the principles of LCA which stipulate that learning must be an active, constructive, situated, cooperative and reflective process because they do not have knowledge in these principles. The challenges faced in implementing LCA came out to include: lack of
knowledge, its being time consuming, high workload, teaching methods used, lack of instructional materials, mode of assessment used and examination oriented. This means that the implementation of LCA in urban primary schools will be a success only if teachers are fully oriented through CPDs. The deployment policy also needs to be reviewed by the stakeholders to increase teachers in urban primary schools. From what has been found, there is need to conduct a comparative study between teachers in rural and those in urban primary schools to find out how they implement LCA.
