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Oulun yliopiston väitöskirjat

Supporting active learning teaching techniques through collaborative learning and feedback in Zanzibar, a challenging educational context ACTA UNIVERSITATIS OULUENSIS E Scientiae Rerum Socialium 189

ISBN-13:	978-952-62-2557-9
Kieli:	englanti
Kustantaja:	Oulun yliopisto
Laitos:	Faculty of Education
Painosvuosi:	2020
Sidosasu:	pehmeäkantinen
Sijainti:	Punamusta Oy
Sivumäärä:	155
Tekijät:	Ameir, Mwanakhamis

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This study investigates teachers’ knowledge and practices in a teaching and learning challenging context (TLCC) and how to support their active learning teaching techniques (ALTTs) through collaborative learning and feedback. This study was conducted in two Zanzibar public schools where a class size is 70–120 students without educational technologies. Eight female English teachers (N = 8) and four large classes were involved in the observations. The study consists of three parts of data collection. The first investigates teachers’ knowledge and activities in their daily teaching practices in which data from semi-structured interviews and sixteen video lessons observations were collected. The data were also used to discern teachers’ ALTTs before the training. Then, active learning, collaborative learning and feedback were applied as a pedagogical support in the two-week training to help teachers develop their ALTTs. The second part was conducted after the teachers’ training when 32 video of lesson observations were collected. The data was intended to reveal what ALTTs the teachers used after the training. The third part consisted of open-ended questionnaires answered by eight teachers and 150 students to collect supplemental data of the ALTTs the teachers used after the training, and to discover the participants’ perceptions of applying active learning, collaborative learning and feedback activities in the TLCC. All the data were analyzed using content analysis. The results indicated that teachers both possess and lack some knowledge of teaching activities. However, they fail to put the knowledge they possess into classroom practice. Interestingly, despite the TLCC, teachers were able to develop their ALTTs when supported with pedagogical training. The teachers and the students perceived collaborative learning and feedback activities as effective techniques in their context although they stated that the techniques could be more effective with the support of resources in a small class setting. These findings add to the understanding of the importance of applying ALTTs and practical pedagogical training for teachers and demonstrate that these ALTTs can be applied even in a TLCC. The results also suggest that international researchers

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