employ learner-centred teaching methods in their teaching. On this basis, the first question (see Appendix C) put to the teachers under this theme asked whether they were employing learner-centred teaching or not. TA indicated that he “only sometimes” employed learner- centred teaching. When asked why he “only sometimes” used this approach, he explained:
Because of the classroom environment which does not allow us to apply learner-centred education most of the time and the workload installed on the teacher which is way too much. When asked to explain what he meant by classroom environment hindering the implementation of learner-centred teaching, he responded:
Over-crowdedness of learners in classes and workload of the teacher. Because it makes it very much difficult to monitor the implementation of learner-centred education. That‟s why I use it sometimes.
In the case of TB, he said he employed learner-centred teaching. He explained the LCE methods he uses as follows:
Ok, I mostly use worksheet, I design worksheets (umm) the other method I use normally is the (umm) what is it? Technology.
It is important to note that TB was not comfortable when he answered this question and I could not probe deeper on the issue. I assume it may be the case because it was the first question.
TC‟s response on the use of LCE teaching was that he employed the approach. When asked to clarify how he employed it, he gave examples of activities he gives his learners:
At times (umm) I might give a task by the way of puzzles, it can be a crossword thing like in umm where I want them to master definitions and geographical concepts here and there. Group methods normally they are small groups and largely in pairs where they give feedback as a whole class discussion. They also role model, we also do that although not very extensive role model especially when we are doing weather studies as an example.
The second question asked teachers to describe some of the learner-centred methods they were using. TB, who said that he used these methods, could not give a detailed description of a learner-centred method. He said he used worksheets, but could not explain the purpose of the worksheet, how the worksheet was designed, how the worksheet was used in the teaching process and how learners used it. However, TA and TC mentioned some activities that they have done in the classroom to actively involve the learners. TA added that his activities included:
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Peer-tutoring, learner presentation, group work and then enquiry…skills (yeah). On his part, TC explained further:
Now, at times I also ask them, I pick some learners to go to the front and (umm) present things to their colleagues, maybe called what? pupil interaction … isn‟t it, then I also role- model, we also do that although not very extensive role model, we also do like[wise] when we are doing weather studies, as an example.
These responses suggest that the teachers view learner-centred methods as teaching methods aimed at involving learners actively in the teaching process. However, in the case of TB, it appears that he may not be conversant with the use of worksheets as a method for learner- centred teaching.
The third question attempted to explore the teachers‟ understanding of enquiry-based approaches as part of learner-centred education. Even though the teachers did not give a precise definition of enquiry-based teaching and learning, TB and TC expressed some understanding of what enquiry is. These teachers expressed ideas such as identifying geographical topics, collecting data, analysing data and doing field excursions. TC demonstrated his understanding of enquiry-based teaching as follows:
I don‟t know, but in Geography I thought it is part of what I was talking about where I said we do research methods and where we are expected to do methods in the field, for instance, by way of field excursions where we need to go out, you want to investigate deforestation, investigate farming, you want to do some measurements of slopes, erosion and so on. These ones we do theoretically.
TC‟s response showed that his understanding of enquiry-based approach seemed to be that it involves fieldwork. He mentioned different aspects of the Geography syllabus that can be taught “outside” by using fieldwork, but he does not mention the logical set of questions that drives the enquiry-learning process. Using this set of key geographical questions (see Fig. 2.2), can also facilitate involvement of learners during classroom activities, and not just the use of fieldwork activities.
TA demonstrated a more nuanced understanding of what enquiry-based teaching is by explaining:
That is, whereby the learners identify a certain geographical question, work in a group to collect the data, then (umm) analysing the data, and come and present the data.
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which include learners coming up with a question, deciding what needs to be done, gathering data, sorting out the data, constructing and then communicating new knowledge. His response implies that the learners take responsibility certain activities and also for their own learning in and out of the classroom (fieldwork).
TA was asked if these enquiry skills are prescribed in the Geography syllabus.
Definitely, it‟s part of (umm) geographical, it‟s a must, geographical skills that the learner should be able to master, yes … in the syllabus. So it is actually … it covers almost every part of the themes of the syllabus: the physical world, economic activity, the use of natural resources as well as (umm) population and settlement studies and HIV/Aids.
TB expressed his idea of enquiry-based teaching as follows:
Ya, the way I understand is just the enquiry like…. they do first consultation with the learners to find from learners what they know … ya … and from there you continue from what they know to unknown otherwise in your way (umm) I will not explain it the way you maybe want to (umm) enquiry, … enquiry is to start with the learner first.
In this regard TB views enquiry-based teaching as being rooted in previous knowledge that learners have on a topic to be used as a starting point for the teaching of new knowledge. The responses of TA, TB and TC suggest that they all understand enquiry-based teaching and learning differently: more as fieldwork, as involving enquiry skills, and as learning from existing knowledge.
When teachers were asked whether they were using out-of-classroom activities, all affirmed that they do these activities “only sometimes” when time allows. They all explained that it is difficult to do these “outside” activities due to the large number of learners in classes and lack of resources. In answering this question TC shared his experience in this way:
That is very ideal theoretically, but you find in a school … the school does not even have money to hire a bus to go and see a place that is only 20 km from here where deforestation is taking place and (umm) school programmes and curriculum issues will be so congested that I cannot take a bunch of 33 learners from here and spend the whole day in this village investigating my agriculture at the expense of other guys…what commitment?….we might make that but you might find that at times it becomes very difficult. There are institutional issues, and management which might not allow for those things. So theoretically, if you ask me, I can tell you every method, say … and pros and cons, but otherwise in the field it is not possible, you have to look at those things.
In his answer TC indicated that out-of-classroom activities were done theoretically, in which case he simulated the field activities in the classroom.
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TA said he employed out-of-classroom activities only when time allowed “because the workload of the teacher is also another factor”. TB pointed out that, in his case, the out-of- classroom activities he used included involving learners in doing directions, doing line transit and when dealing with issues of pollution. In terms of these out-of-classroom activities, it was seen that, while there are financial, institutional and teachers‟ workload challenges, these out-of-classroom activities were simulated in classrooms or they actually took place when time allowed.