Singing under a tree: does oral culture help lower primary teachers be learner-centred?

The work of experienced and student lower primary teachers in three schools in Southern Malawi was studied, using lesson observations, interviews and pupil tests. The use teachers make of songs is given as an example of how they use oral culture. The function of songs in lessons is mainly to manage...

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Bibliographic Details
Published in:International journal of educational development 2002, Vol.22 (3), p.321-337
Main Author: Croft, Alison
Format: Article
Language:English
Subjects:
Classroom Techniques
Elementary School Teachers
Foreign Countries
Interviews
Learner-centred
Local knowledge
Lower primary
Malawi
Music
Observation
Oral Tradition
Singing
Student Centered Curriculum
Teacher Education
Teaching Methods
Testing
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Summary:The work of experienced and student lower primary teachers in three schools in Southern Malawi was studied, using lesson observations, interviews and pupil tests. The use teachers make of songs is given as an example of how they use oral culture. The function of songs in lessons is mainly to manage the class rather than to teach content, in contrast to the emphasis in official curriculum materials. The ways in which songs indirectly support learning by ameliorating some of the difficult teaching and learning conditions are described. It is argued that teachers respond to the situation of the learners as a group, which leads to a critical examination of common interpretations of learner-centred teaching. Several implications of the study for teacher education and research are highlighted.
ISSN:0738-0593
1873-4871
DOI:10.1016/S0738-0593(01)00063-3