Recommendations

6.4.1 Teachers’ interpretationof learner-centred education

Teachers’ interpretation of learner-centred education is one of the important findings of this study (see section 5.2). It would seem that learner-centred education is being interpreted by teachers as ‘change in method’ only, and by some teachers, there appears to be little understanding of their own practice as being ‘learner-centred’ (T2, see also Van Graan, 1998). There are also factors in the system (such as the examination system, timetabling, and syllabus-driven implementation) that affects learner-centred education. Teachers are also not in agreement whether learner-centered education ‘works’.

This study recommends that Advisory Teachers continue providing teachers with support in the form of in-service training to help the teachers:

a) understand learner-centred education better (this would include understanding the social constructivist nature of the reform process), and b) understand how the methods they use reflect / do not reflect learner-

This will require Advisory Teachers to work with teachers to help them [teachers] to recognize when they use learner-centred education methods and strategies.

6.4.2 How strategies used by teachers reflect learner-centred education principles

Since this was small-scale research, only some strategies could be observed. These strategies reflected that to a large extent, teachers are implementing the principles of learner-centred education. From the data gathered it would seem that more attention is needed to develop more ways of drawing on learner’s prior knowledge and experience so that these are more contextually situated, and less syllabus directed. Critical engagement with learners' views and emphasis on problem-based approaches to learning appears to be other areas that could receive attention.

This study recommends that further attention is paid to ways in which teachers draw on learner’s prior knowledge and experience in lessons. This should not just be syllabus directed, but should consider the learners’ context and experience as a starting point for learning (currently the syllabus appears to be the starting point).

This study recommends further research to explore the full extent to which teachers are considering the principles of learner-centred education.

6.4.3 Tensions emerging in fostering environmental learning in a learner- centred way

The findings indicate that a number of factors such as a lack of resources and big classes impede the fostering of environmental learning in a learner-centred way.

This study recommends that Advisory Teachers should liaise with teachers to manage the use of textbooks more effectively. Advisory Teachers can also request that NIED ensure that the libraries are up-dated each year so as to be used by teachers and learners for study purposes.

The study recommends that further support is provided to teachers to deal with large classes in learner-centred ways.

6.4.4 Support for teachers

In the review of different studies on support rendered to the teachers, it is obvious that teachers do receive support, but that the support is sporadic or insufficient. Findings indicate that teachers still need support to implement the environmental focus in the Life Sciences curriculum.

This study recommends that Advisory Teachers (such as myself) should continue to provide in-service support to teachers in their classrooms. Workshops could also be run for new teachers mainly on the use of learner-centred strategies.

This study recommends that support is provided to teachers, as outlined in table 5.3 (included below again).

Teaching Strategies (as outlined in Chapter 4)

Recommended additional support

Planning Teachers should involve learners more in the planning. Learners should plan their own work for example investigations. Community members can also be involved in planning lessons. Most planning is currently based on teacher interpretations of the syllabus.

Teachers also appear to require additional support for planning with large groups.

Working with information Teachers should be supported to be able to draw up their own worksheets and other information sources (and not give learners old exam papers to learn from).

Teachers should be supported to find different ways of involving learners in working with information (not just expecting them to use the textbook after hours).

Involving learners Teachers should be supported to draw on learners prior knowledge and experience in ways that are contextual, not just syllabus based. Teachers appear to need support to encourage learners’ views, and

to engage more critically with learners’ views.

Strategies for involving learners while working with large groups also seems to be a further area for providing support.

Visual aids and materials Teachers should be encouraged to use visual aids and materials in ways that involve and engage learners, rater than to ‘show’ and ‘talk’ to learners.

Topics with a local focus Teachers should be supported to use the local environment when teaching environmental topics, and to contextualise this within the learners prior knowledge and experience.

Teachers appear to need support to engage more with problem- based learning approaches in local context.

As these recommendations have been defined within the context of the case study, further research to explore additional strategies used by teachers to implement the environmental learning focus in Life Sciences is recommended.

The study also recommends that further research is needed to consider appropriate ways of supporting teachers to use a range of strategies for implementing the environmental learning focus in the Life Sciences curriculum in Namibia.

6.5 Conclusion

Life Science is a subject taught in all schools from grades 8-10 in Namibia. At the time of writing this research, I am employed as an Advisory Teacher for Life Sciences. My task is, amongst others, to provide in-service training to teachers and to assist teachers to implement learner-centred strategies in their classroom teaching. In this research I investigated the strategies used by four teachers in two ‘successful’ schools, to foster the environmental learning focus in the Life Science curriculum. I employed an interpretive case study approach and conducted interviews, observations and document analysis to collect data. The research has provided me with useful insights into a) the strategies used by teachers and b) the issues associated with using these strategies in an educational context which is transforming towards learner-centred education. As these two schools represent only two of the 32 schools currently offering Life Science in Swakopmund, I am hoping that the findings and recommendations of this study will inform my ongoing work with all of these schools.