Learner-centred science in Lesotho: adapting the ideal to adjust classroom practice

This qualitative study document action research which explored existing teachers’ views and practices during the implementation of professional development to strengthen learner centred teaching. The paper discusses changes in teachers’ practice that culminated in the delivery of enhanced lessons. The paper documents a two year process of change as three science teachers in Lesotho moved towards learner-centredness (LC) in response to changes in national policy. The study demonstrated changes in teacher attitudes regarding different aspects of teaching and learning in learner centred classrooms which included increases in tolerance of classroom ‘noise’, clarity regarding the distinction between teaching approaches and methods, and recognition of the generation of the particular kind of ‘order’ characteristic of learner centred classrooms. Increasing teacher confidence led to more collegial relationships within participating schools and more professional openness on the part of participating teachers