An exploratory study of instructional practice in three Nigerian secondary schools, given student-centred recommendations in curriculum reform

摘要

Recent reforms of secondary education in Nigeria advocate for student-centred approaches in instructional practice (IP) (Awofala & Sopekan, 2013). Student-centred instruction (SCI) is defined as an approach, which reflects a shift from teacher-centred pedagogy, in which the learner becomes the centre of the learning process and creative methods are employed (Collins & O'Brien, 2011; Vavrus, Thomas, & Bartlett, 2011). However, increasing evidence of problematic implementation within developing countries reflects the need to be critical of SCI/learner-centred policy transfer (Schweisfurth, 2011). This study addresses an exposed lack of detailed research around education reforms in Nigeria by exploring the changes in IP since its implementation and stakeholders’ dispositions towards IP. Qualitative data collection and analysis generated two themes: teachers’ positioning as the expert and activity leader, and positive views of existing IP. These findings suggest that teacher and students’ preferences have more influence on IP than the availability of resources.