Teaching, Learning and Planning Practices in Five Colleges of RUB: A Cross Case Analysis

Abstract

This study, which examined the nature of planning practices of lecturers in select colleges of RUB, employed a mixed-methods approach based on interpretivist principles using case study design. About one half of lecturers, and these from three of five colleges, prepared written plans for the ir lessons; the other half did not There was a combination of teacher-centred and learner-centred planning of lessons. The fonner academics had clearly reflected on their proposed teaching. Lecturers who did not have written lesson plans appeared not to have reflected on plans yet they demonstrated their mental preparation for teaching the lessons. The results suggested that although the policies and regulations of RUB were used to guide the teaching and learning practices in the colleges, there were gaps in their planning practices partly explained by personal and institutional histories.