Perceptions of tutors of Holy Family College of Nursing and Midwifery on utilization of learner-centred teaching methods, Phalombe, Malawi
Learner-centered teaching implies a paradigmatic shift in the roles of a teacher from being a source of knowledge to that of a facilitator in the process of knowledge construction. Changing teaching methods is quite some work and the teachers need to be convinced that the outcome therefrom is worthy...
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| Format: | Thesis |
| Language: | English |
| Published: |
2021
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| Online Access: | http://nkhokwe.kuhes.ac.mw:8080/handle/20.500.12845/283 |
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Add Tag | Summary: | Learner-centered teaching implies a paradigmatic shift in the roles of a teacher from being a source of knowledge to that of a facilitator in the process of knowledge construction. Changing teaching methods is quite some work and the teachers need to be convinced that the outcome therefrom is worthy of it. Literature shows that perceptions which teachers hold about the processes of learning and teaching greatly influence how the teachers teach. Anecdotal records, as well as observation of classroom teaching, demonstrate that tutors at Holy Family College of Nursing and Midwifery dominantly use traditional teacher-centered teaching methods. In Malawi studies on perceptions of tutors on utilization of learner-centered teaching methods are scarce. The purpose of this study was to explore perceptions of tutors on utilisation of learner-centered teaching methods. Specifically, the objectives were to: describe views of tutors at Holy Family College of Nursing and Midwifery on the usage of learner-centered teaching methods, explain perceived benefits of utilising learner-centred teaching methods to examine perceived facilitators to utilisation of learner-centred teaching methods and assess perceived barriers to utilisation of learner-centred teaching methods. A descriptive qualitative approach was used. The researcher interviewed 12 participants. Out of the 12 participants, 9 were female and 3 were male. All the participants had a minimum of 2 years teaching experience. Ten of the participants had Bachelors’ Degree and two had a Master’s Degree. The ages of the participants ranged from 30 to 50 years. The interviews were guided by a semi-structured interview guide. The interviews lasted between 45 minutes and 2 hours. Thematic approach was used to analyse data. Audio-taped data were transcribed verbatim. The transcription was done by listening to the tape-recorded interviews several times until all issues were captured. The issues were then organised into themes and subthemes. The study found out that the participants perceived that utilizing learner-centered teaching methods assisted learners to apply knowledge into practice, promoted critical thinking and deep lifelong learning and helped learners to take responsibility for their own learning. The study also found that giving specific guidance to learners, tutor innovativeness and learner involvement are perceived facilitators to effective utilisation of learner-centered teaching methods. The study further revealed that minimal learner-learner interaction, teaching to cover content, teacher dominance and some teachers clinging to power are teacher-related barriers to effective utilisation of learner-centered methods. And then the study further found that negative attitude of some learners towards learner-centered methods, challenges with accessing information and lack of seriousness towards learner-centered methods are learner-related barriers. The study further found that utilisation of learner-centred teaching methods was time-consuming and required more information resources. Findings of the study revealed that the participants were motivated to continue utilising learner-centred teaching methods because they encourage deep life-long learning and application of knowledge into practice in spite of the challenges like scarcity of information resources and insufficient time. |
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