The nexus between research methodology, classroom data and instructional policy: insights from enacting the Zimbabwe curriculum framework 2015–2022 reforms

ABSTRACT

This article explores the nexus among research methodlogy, classroom data and instructional policy enactment through content analysis of lesson transcripts. It is a multiple-case research of four Zimbabwean secondary school geography teachers’ classroom practices. Coded lesson-transcripts and post-lesson teacher-interview transcripts subjected to thematic content analysis yeilded patterns of classroom interaction. Most lessons were teacher dominated question and answer episodes which failed to achieve mandated learner-centred teaching.Teachers relied on recall-type questions while failing to scaffold onto learner contributions for deeper geographical conversations. A weak pedagogical content knowledge partially contributed to this. Content analysis of lesson transactions showed a symbiotic nexus among research methodology, classroom data and instructional policy implementation. Coded classroom data holds opportunities for critcal scrutiny of classroom transactions to gauge instructional policy implementation. Findings suggest succesful instructional policy implementation can benefit from teacher training in content analysis of classroom transactions for reflexive practice.

KEYWORDS:

• Classroom data
• instructional policy
• content analysis
• learner-centred teaching

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Manasa Munashe Madondo

Manasa M. Madondo holds a PhD in Curriculum from the University of Free State (UFS -South Africa), M. Ed (Curriculum Studies), MSc (Social Ecology), and BA degrees from the University of Zimbabwe, where he lectures in Curriculum and Instruction. His research interests include post-colonial curriculum reform, role of sense-making in curriculum implementation, learner-centred pedagogy and Education for Sustainable Development.

Loyiso C. Jita

Loyiso C. Jita holds a PhD in Curriculum, Teaching and Educational Policy from Michigan State University, USA. He is a Professor in the school of Mathematics, Natural Sciences and Technology Education (UFS) where he is also currently the SANRAL Chair in Mathematics and Science Education at UFS. Professor Jita has published over 50 articles on subject-specific instructional leadership, teacher development, curriculum reform, Science and Mathematics Education in addition to presenting numerous papers at local and international conferences. He is currently the Dean of Education at the University of the Free State.