The Impact of Teacher- Learner power sharing strategy on Learner centered instruction in mathematics and integrated science of Mupamapamo secondary school.

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.