Learner-Centred Pedagogy in the Global South

1. Introduction 2. Learner-Centred Pedagogy: Theoretical and Historical Background 3. Mixed Methods within Comparative Case Study 4. Historical and Contemporary Contexts of Tanzania and the Global South 5. Teachers and the Act of Teaching 6. Pedagogical Dimensions beyond Classrooms 7. Associations between LCP and Pupils' Learning Outcomes 8. Cross-Case and Cross-Axial Synthesis 9. New Insights on Learner-Centred Pedagogy in the Global South

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• dotes e técnicas do ensino
• Geografia regional
• Estudos regionais
• Estudos sobre o desenvolvimento
• As estratégias educacionais e políticas
• Filosofia e teoria da educação

Spearman Rho Rank Order Correlation;Tanzania;PISA Questionnaire;sub-Saharan Africa;LCP;learning attitudes;Perceived Learning Environment;academic performance;Tanzanian Education System;student experiences;Criticising Policy Discourse;policy transfer;Global Educational Reform;education policy analysis;Dala Dala;education reform;Education Review Office;Nyerere;Individualised Classroom Environment Questionnaire;Learner-centred pedagogy;Vice Versa;Knowledge Acquisition;LCP Practice;Rural Public Schools;CCS Approach;Rural Public;Julius Kambarage Nyerere;Direct Democracy;Private School Pupils;Multi-sited Case Studies;Positive Learning Attitudes;Social Justice Approach;Educational Policy Research;School Categories;Urban Public Schools