Supporting active learning teaching techniques through collaborative learning and feedback in Zanzibar, a challenging educational context ACTA UNIVERSITATIS OULUENSIS E Scientiae Rerum Socialium 189
|Kustantaja:||Oulun yliopisto|| |
|Laitos:||Faculty of Education|| |
|Sijainti:||Punamusta Oy|| |
|Tekijät:||Ameir, Mwanakhamis|| |
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