Teachers as Facilitators: Strategies for Implementing Student-Centred Education in Secondary School Classrooms in Western Nigeria

Abstract

This study explores the roles of teachers as facilitators for the delivery of Student-Centred Education (SCE) in secondary school classrooms in Western Nigeria. It investigates how teachers understand and implement SCE principles, the teaching strategies used, and the consistency of implementation and lesson plans. Drawing from constructivist principles and adopting Bremner's theoretical framework, a qualitative approach is adopted, which comprises teacher interviews and lesson plan review. The data obtained were analysed using reflexive thematic analysis. Results indicated that teachers were keenly aware of SCE and use a variety of teaching strategies such as student grouping, collaborative work and sensitivity to individual differences in an attempt to promote teacher-facilitated classroom learning, playing roles which are facilitative by encouraging interaction and autonomy among students. However, a stark inconsistency between lesson planning and teaching practices was revealed, with most lesson plans showing an element of a teacher-centred approach regardless of student-centred teaching techniques in the classroom. Barriers in implementing the model in the classroom include the sheer size of classes, availability of resources and adequate teacher training, rigidity of the curriculum and non- alignment of assessment tools. Secondary school teachers showed effort in facilitating teaching; however, there is a need to address systemic and individual constraints in practice and lesson planning. Better alignment in lesson planning, development of appropriate teacher training programs, and better availability of resources should be made and provided to the teachers and education stakeholders in order to facilitate the proper implementation of SCE further.