Exploring perceived barriers to effective utilization of learner-centred teaching methods by tutors at Holy Family College of Nursing and Midwifery, Phalombe, Malawi

Ireneo Matewere^1,2, AnnieMsosa¹, Joseph Mfuni¹

1. Kamuzu University of Health Sciences, formerly University of Malawi Kamuzu College of Nursing, Private Bag 1, Lilongwe. Malawi
2. Holy Family College of Nursing and Midwifery, Phalombe, Malawi
   *Corresponding Authors: Ireneo Matewere ; E-mail: matewere2017ireneo@kcn.unima.mw

Abstract
Introduction
Learner-centred teaching implies a paradigmatic shift in roles of a teacher from being a source of knowledge to that of a facilitator in the process of knowledge construction. Literature shows that perceptions which teachers hold about barriers to utilisation of learner-centred teaching methods influence how the teachers teach. Anecdotal records as well as observation of classroom teaching demonstrate that tutors at Holy Family College of Nursing and Midwifery dominantly use traditional teacher-centred teaching methods.
Research Design and Methods
This was a qualitative study based on the philosophical principle of constructivism.
Study population and sample
All tutors at Holy Family College of Nursing and Midwifery were the study population. Purposive sampling technique was used to select participants. In-depth interviews with 12 tutors were held using a semi-structured interview guide.
Data analysis
Data were analysed using the 6-step thematic method.
Findings
The participants suggested that effective utilization of learner-centred teaching methods is negatively affected by teacher-related as well as technical barriers.
Conclusion
Teachers clinging to power and need for more resources negatively affect utilisation of learner-centred teaching methods.
Keywords: Exploring, effective utilisation, learner-centred teaching methods, perceived barriers