| dc.description.abstract | This study documents the extent to which two teachers of Integrated Science and Mathematics shared their
classroom power with their learners in order to enhance learner-centred instruction in the four key result areas of
teacher job description in Zambia (planning, teaching, classroom management and evaluation). The study
investigated (1) the extent to which learners were involved in the four key result areas and (2) the type of power
bases the teachers used to control the classroom transactions. The rationale was that if learners were to be at the
centre of lessons, teachers needed to relinquish part of their classroom power to their learners. The reframed
teacher power use scale (rTPUS) questionnaire, written interviews, document analysis and observation checklists
were used to collect data. Data was analyzed by critical discourse analysis. Generally, results indicated that
Teacher B involved his learners more than teacher A in the four key result areas, and he was more social than
teacher A. | en_US |
