Pedagogical Practices in Overcrowded Classrooms: Evidence from Education Stakeholders in Malawi.
Saved in:
| Title: | Pedagogical Practices in Overcrowded Classrooms: Evidence from Education Stakeholders in Malawi. |
|---|---|
| Authors: | Barnes-Story, Adrienne E.1, Wawire, Brenda A.1, Robinette, Jennie, Schell, Kate1, Koo, Jai Bum1 |
| Source: | Current Issues in Comparative Education. Winter2026, Vol. 28 Issue 1, p21-49. 29p. |
| Subject Terms: | *Class size, *Classroom management, *Teacher training, *Teaching methods, *Primary education, Resource allocation |
| Abstract: | This study investigates pedagogical practices for managing large classes in Malawi's primary education system, where overcrowded classrooms, driven by Free Primary Education and global education agendas, strain limited resources. Utilizing an exploratory research design, data were collected from six Teacher Training Colleges and nine public teaching practice schools across Malawi's six education divisions. Participants included teacher educators, student teachers, teachers, head teachers, and teaching practice coordinators. Qualitative and quantitative methods, including interviews, focus group discussions, questionnaires, and classroom observations, were employed to examine effective pedagogical strategies, challenges, and patterns in large class instruction. Findings indicate that group work is the primary strategy used, with group leaders acting as assistant teachers and behavior monitors. However, challenges such as limited space, insufficient learning materials, and time constraints hinder effective implementation. Heterogeneous grouping and peer teaching are common but limit engagement due to dominant learners and resource scarcity. Barriers such as space limitations, material shortages, and time pressures interact to constrain sound pedagogy, forcing teachers to prioritize assessment over instruction. The Initial Primary Teacher Education Curriculum lacks adequate focus on large class management, and systemic issues, including low remuneration and limited professional development, demotivate educators. These findings highlight the need for targeted interventions to support effective teaching in resource-constrained, overcrowded classrooms. [ABSTRACT FROM AUTHOR] |
| Copyright of Current Issues in Comparative Education is the property of Current Issues in Comparative Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 191819793 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Pedagogical Practices in Overcrowded Classrooms: Evidence from Education Stakeholders in Malawi. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Barnes-Story%2C+Adrienne+E%2E%22">Barnes-Story, Adrienne E.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Wawire%2C+Brenda+A%2E%22">Wawire, Brenda A.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Robinette%2C+Jennie%22">Robinette, Jennie</searchLink><br /><searchLink fieldCode="AR" term="%22Schell%2C+Kate%22">Schell, Kate</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Koo%2C+Jai+Bum%22">Koo, Jai Bum</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Current+Issues+in+Comparative+Education%22">Current Issues in Comparative Education</searchLink>. Winter2026, Vol. 28 Issue 1, p21-49. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Class+size%22">Class size</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+allocation%22">Resource allocation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigates pedagogical practices for managing large classes in Malawi's primary education system, where overcrowded classrooms, driven by Free Primary Education and global education agendas, strain limited resources. Utilizing an exploratory research design, data were collected from six Teacher Training Colleges and nine public teaching practice schools across Malawi's six education divisions. Participants included teacher educators, student teachers, teachers, head teachers, and teaching practice coordinators. Qualitative and quantitative methods, including interviews, focus group discussions, questionnaires, and classroom observations, were employed to examine effective pedagogical strategies, challenges, and patterns in large class instruction. Findings indicate that group work is the primary strategy used, with group leaders acting as assistant teachers and behavior monitors. However, challenges such as limited space, insufficient learning materials, and time constraints hinder effective implementation. Heterogeneous grouping and peer teaching are common but limit engagement due to dominant learners and resource scarcity. Barriers such as space limitations, material shortages, and time pressures interact to constrain sound pedagogy, forcing teachers to prioritize assessment over instruction. The Initial Primary Teacher Education Curriculum lacks adequate focus on large class management, and systemic issues, including low remuneration and limited professional development, demotivate educators. These findings highlight the need for targeted interventions to support effective teaching in resource-constrained, overcrowded classrooms. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Current Issues in Comparative Education is the property of Current Issues in Comparative Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191819793 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 21 Subjects: – SubjectFull: Class size Type: general – SubjectFull: Classroom management Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Primary education Type: general – SubjectFull: Resource allocation Type: general Titles: – TitleFull: Pedagogical Practices in Overcrowded Classrooms: Evidence from Education Stakeholders in Malawi. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Barnes-Story, Adrienne E. – PersonEntity: Name: NameFull: Wawire, Brenda A. – PersonEntity: Name: NameFull: Robinette, Jennie – PersonEntity: Name: NameFull: Schell, Kate – PersonEntity: Name: NameFull: Koo, Jai Bum IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Winter2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 15231615 Numbering: – Type: volume Value: 28 – Type: issue Value: 1 Titles: – TitleFull: Current Issues in Comparative Education Type: main |
| ResultId | 1 |
