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<p>Globally, pedagogical reform policy seeks to give space to learners’ voices. But teachers often struggle to engage learners in knowledge construction, deconstruction and reconstruction; as advocated by official curriculum reform policy. Aligning classroom practice to pedagogical-reform policy remains an uphill struggle for most teachers. This article examines Zimbabwean teachers’ efforts to align teaching methods to new curriculum policy which seeks to engage learners in classroom discourse. Using a qualitative multiple-case study and the theoretical lens of sensemaking, a case study of History teachers assessed how they were implementing new pedagogical prescriptions. Data gathered from the document analysis, interviews and 47 lesson observations suggest that, although participants made efforts to open up a space for learners’ voices, they often drifted towards teacher-centred practice. Some participants complained that the unavailability of technology‑based instructional resources, recommended in the new reform policy, made them resort to rote pedagogy. Others believed that teacher didacticism and the dictation of notes were inevitable in History instruction. The use of learner‑centric approaches (as advocated by policy) appeared to be just a drop in the ocean. This study recommends pedagogical reorientation for teachers if learners’ voices are to be heard and large-scale instructional reforms are to be successfully enacted at classroom level.</p>
</abstract>

Globally, pedagogical reform policy seeks to give space to learners’ voices. But teachers often struggle to engage learners in knowledge construction, deconstruction and reconstruction; as advocated by official curriculum reform policy. Aligning classroom practice to pedagogical-reform policy remains an uphill struggle for most teachers. This article examines Zimbabwean teachers’ efforts to align teaching methods to new curriculum policy which seeks to engage learners in classroom discourse. Using a qualitative multiple-case study and the theoretical lens of sensemaking, a case study of History teachers assessed how they were implementing new pedagogical prescriptions. Data gathered from the document analysis, interviews and 47 lesson observations suggest that, although participants made efforts to open up a space for learners’ voices, they often drifted towards teacher-centred practice. Some participants complained that the unavailability of technology‑based instructional resources, recommended in the new reform policy, made them resort to rote pedagogy. Others believed that teacher didacticism and the dictation of notes were inevitable in History instruction. The use of learner‑centric approaches (as advocated by policy) appeared to be just a drop in the ocean. This study recommends pedagogical reorientation for teachers if learners’ voices are to be heard and large-scale instructional reforms are to be successfully enacted at classroom level.

Searching for learners’ voices: Teachers’ struggle to align pedagogical-reform policy with instructional practice

Godsend Tawanda Chimbi, Post-Doctoral Research Fellow

University of the Free State Faculty of Education, SANRAL Chair in Mathematics & Science Education

Loyiso C. Jita, prof., University of the Free State Faculty of Education

SANRAL Chair in Mathematics & Science Education

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Globally, pedagogical reform policy seeks to give space to learners’ voices. But teachers often struggle to engage learners in knowledge construction,...

Searching for learners’ voices: Teachers’ struggle to align pedagogical-reform policy with instructional practice

Publié en ligne: 02 févr. 2022

Pages: 61 - 83

DOI: https://doi.org/10.2478/jped-2021-0010

Mots clés
learners’ voices, pedagogical-reform policy, curriculum alignment, sensemaking, instructional practice

© 2021 Godsend Tawanda Chimbi et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Searching for learners’ voices: Teachers’ struggle to align pedagogical-reform policy with instructional practice

Publié en ligne: 02 févr. 2022

Pages: 61 - 83

DOI: https://doi.org/10.2478/jped-2021-0010

Mots cléslearners’ voices, pedagogical-reform policy, curriculum alignment, sensemaking, instructional practice

© 2021 Godsend Tawanda Chimbi et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
learners’ voices, pedagogical-reform policy, curriculum alignment, sensemaking, instructional practice