Pedagogies for critical thinking at universities in Kenya, Ghana and Botswana: the importance of a collective 'teaching culture'

While critical thinking is widely regarded as a key outcome of higher education, research has shown that in practice it is only developed when certain conditions are in place, relating to the pedagogical approach, the nature of the curriculum and the level of challenge, amongst other factors. This article reports on findings from a four-year mixed methods study in Botswana, Ghana and Kenya, aiming to investigate the factors underpinning the successful development of critical thinking amongst undergraduate students. A two-stage critical thinking assessment was conducted with students in 15 sites, showing that only some of the institutions were ensuring significant gains in students’ critical thinking, even when endorsing learner-centred methods. The study points to the central importance of teaching orientations amongst lecturers, involving a deep shift in approaches to knowledge, and a facilitation rather than a transmission approach

Pre-service science teachers’ epistemological beliefs and teaching reforms in Tanzania

In an effort to understand why recent initiatives to promote learner-centred pedagogy in science teaching made a little change in the actual teaching practices of science teachers, this study explored pre-service science teachers’ beliefs about science knowledge and their teaching practices. Six pre-service science teachers were interviewed to explore their beliefs. Moreover, lessons taught by pre-service teachers were observed to see how their beliefs manifest in their teaching practices. This was followed by post-observation interviews focusing on critical incidences observed. Findings showed that pre-service science teachers hold dualist views about science. They viewed science knowledge to be simple, rigid and derivative of specific bodies of knowledge handed down by authorities such as textbooks and experts. Consistent with their beliefs, pre-service teachers asked factual questions and sought pre-determined textbook-based answers from students. They adopted transmissive teaching strategies to propagate textbook-based science knowledge. It was concluded that the way science teachers uptake the aspired learner-centred teaching may be partly due to incompatible beliefs they hold

Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana

Quality of teaching and learning in higher education is increasingly recognised as a pressing issue on the African continent, and there have been various reform initiatives to transform classrooms and institutions. However, little is known about the factors that affect pedagogical change in institutions, and enable or constrain these innovations from taking root. This study explores the cases of eight diverse universities in Botswana, Ghana and Kenya, ones that had implemented a range of innovations including problem-based learning, community placements and academic development programmes. The analysis draws on qualitative data involving interviews with lecturers and senior management, institutional documentation and campus visits. Lecturers were seen to engage in diverse ways with the initiatives, being either opponents, surface adopters, transformers or champions. Four factors emerged as key to influencing the uptake of pedagogical interventions: the drivers of the initiative; the existence of a shared vision; resourcing and incentives; and opportunities for reflection and transformative learning. While some initiatives are more ‘champion-led’ and others more ‘institution-led’, sustainable change involves attention to both university structures and individual practice, and to the interactions between them