Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship System

Abstract

The intermittent pedagogical support received by teacher-trainers from the central level makes it difficult to implement new practices in teacher training institutions in Uganda. This mixed-methods study investigated teacher-trainers’ perceptions of a pilot pedagogical support system implemented by college-based mentors. Qualitative and quantitative data were elicited using an online questionnaire completed by teacher- trainers (n=100) and video-records of interviews with selected college-based mentors (n=6) who reflected on their own experiences to propose ways of improving the system. The findings revealed that irrespective of years of experience, teacher-trainers appreciate the contribution of college-based mentors towards the adoption of learner-centred pedagogy. It also revealed that the opportunity for self-reflection and collegial critique afforded by video enhanced the practices of the mentees and greatly enriched the mentorship process. Nonetheless, the teacher-trainers expressed the need to broaden mentorship activities to include subject-specific pedagogical support.

Keywords

• learner-centred pedagogy
• college–based mentorship
• reflective practice mixed-methods study
• teacher-trainers
• video-records
• self-reflection
• collegial critique