Abstract:
Curriculum implementation is a process of making use of the curriculum. Currently, Malawi is using Outcomes Based Education (OBE) in the primary schools, by using Learner Centred Education (LCE) methods as the best approaches.
The main purpose of this study was to analyse the experiences, perceptions and conceptualization of LCE by newly qualified teachers.
A mixed methods approach was employed to collect and analyse data from multiple sources. This was done to help in triangulating the results from these sources. Questionnaires were developed to collect quantitative data whereas interviews, Focus Group Discussions and lesson observation checklists were used to collect qualitative data. Document analysis of schemes of work and lesson plans enriched the findings. Items for the questionnaires and interviews were guided by aspects of methodology drawn from literature and personal experience.
Data analysis was done concurrently where qualitative and quantitative data were converged. Main themes were then drawn and triangulated to make meaning of the data collected.
The study found out that newly qualified teachers have a good theoretical knowledge of LCE methods, but lack practical application of the same. This result is connected to the mode of training which does not help teachers understand the philosophy behind LCE.
Lack of effective practice in using LCE methods and teachers’ reliance on teacher centred approaches for the sake of National examinations were other findings from the study.
The researcher recommends that teacher training has to accommodate LCE methods in its curriculum coupled with enough practice and effective awareness on the philosophy behind LCE to the teachers who graduated sometime back.
The researcher also suggests that national examinations should not be based in behaviorist thinking where rote memorization of facts is emphasized at the expense of critical thinking in learners, which can be achieved using LCE methods.
