Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools

F. Hardman; F. Smith; Jan Abd-Kadir (Hardman)

doi:10.1016/j.ijedudev.2007.02.008

Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools

F. Hardman, F. Smith, Jan Abd-Kadir (Hardman)

Research output: Contribution to journal › Article › peer-review

Abstract

This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher-pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school- based training are considered. ABSTRACT AUTHORS: Author.

Original language	English
Pages (from-to)	55-69
Number of pages	15
Journal	International Journal of Educational Development
Volume	28
Issue number	1
Early online date	30 Apr 2007
DOIs	https://doi.org/10.1016/j.ijedudev.2007.02.008
Publication status	Published - Jan 2008

Bibliographical note

Database: ERIC

Record type: New.

Language: English

DataStar source field: International Journal of Educational Development, Jan 2008, vol. 28, no. 1, p. 55-69, pp. 15, 0 refs., ISSN: 0738-0593.

DataStar update date: 20090101

Keywords

Classroom interaction
Pedagogy
Teacher development
Sub-Saharan Africa

Access to Document

10.1016/j.ijedudev.2007.02.008

http://www.sciencedirect.com/science/article/pii/S0738059307000235

Cite this

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abstract = "This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher-pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school- based training are considered. ABSTRACT AUTHORS: Author.",

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