Comparing stakeholders' perceptions of the implementation of 'learner-centred' pedagogy: the case of Rwanda.

比较利益相关方对实施 '以学习者为中心' 教学法的看法：以卢旺达为例.

STUDENT-centered learning; EDUCATIONAL change; CURRICULUM; QUALITATIVE research

A successful implementation of educational reform relies not only on teachers, but also systemic support for them, and crucial involvement of multiple stakeholders. This qualitative study explores the implementation of 'learner-centred' pedagogy (LCP) in Rwanda. Semi-structured interviews were conducted with three stakeholder groups comprising government officials, teacher trainers and teachers from four 'schools of excellence' in Kigali City to understand their perceived enablers and challenges of LCP. While findings around the challenges of LCP implementation echoed the experiences of other low-resource contexts, differences were additionally identified within and/or across stakeholder groups on specific issues. The study argues that if reform visions are to be realised then policymakers need to go beyond addressing internationally known challenges; but also consider the diverse needs and perspectives of all stakeholders. [ABSTRACT FROM AUTHOR]

教育改革的成功实施不仅取决于教师，还取决于对教师的系统支持以及多个利益相关方的重要参与。这项定性研究探讨 '以学习者为中心' 教学法（LCP）在卢旺达的实施情况。研究人员通过对政府官员、教师培训人员和基加利市四所 '卓越学校' 的教师等三个利益相关群体进行半结构化访谈，了解了他们对 '以学习者为中心' 教学法的推动因素和挑战的看法。研究发现，围绕实施 '以学习者为中心' 教学法的挑战与其他资源不足环境下的经验类似，与此同时，研究也发现了利益相关群体内部和/或不同利益相关群体之间在特定议题上的差异。研究认为，要想实现改革愿景，政策制定者不仅需要应对国际上已知的挑战；也要考虑所有利益相关方的不同需求和观点。 [ABSTRACT FROM AUTHOR]

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