Abstract:
Swaziland changed its pedagogy from the teacher-centred O level to IGCSE which is learnercentred.
In preparation for a pedagogical change, some logistics were put into place; amongst
these, teacher development. Research points out that what the teacher does in class is
significant and has a bearing in the learner’s outcomes, therefore appropriate and adequate
teacher training should be afforded to the implementers of a new pedagogy.
This study seeks to find out how Swazi teachers were trained in preparation for the
pedagogical change. The study was done in a qualitative manner, whereby semi-structured
interviews were used as a method of collecting data.
The study revealed that even though teachers were trained for the implementation of the new
pedagogy, the training was not effective because it was for a few days, no effective follow up
was made and it also did not take into consideration the teachers’ pedagogical needs, it
assumed a one-size-fit all approach.
