This study focuses on the conceptualisation of learner-centred pedagogy (LCP) in the global and Tanzanian contexts. The conceptualisation of LCP in studies in the global context is scrutinised. Elements identified in the global literature are then used to analyse the conceptualisation of LCP in the Tanzanian context. The study observes significant similarity, with a slight variation, between the conceptualisation of LCP from the global and Tanzanian perspectives, suggesting that most studies in the Tanzanian context use a global conceptualisation of LCP. Recommendations for contextualisation of the concept and avenues for further research are offered in this paper.
Selina Thomas Mkimbili (Tue,) studied this question.