Artículos de revistas: "Teacher-centered approach"

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Sawant, Sharadkumar Pralhad y Shaheen Rizvi. "STUDY OF PASSIVE DIDACTIC TEACHER CENTERED APPROACH AND AN ACTIVE STUDENT CENTERED APPROACH IN TEACHING ANATOMY". International Journal of Anatomy and Research 3, n.º 3 (2 de agosto de 2015): 1192–97. http://dx.doi.org/10.16965/ijar.2015.147.

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Muganga, Lawrence y Peter Ssenkusu. "Teacher-Centered vs. Student-Centered". Cultural and Pedagogical Inquiry 11, n.º 2 (16 de septiembre de 2019): 16–40. http://dx.doi.org/10.18733/cpi29481.

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Wright (2011) distinguishes between teacher-centered and student-centered learning approaches along a spectrum of five dimensions: power balance, course content function, teacher and student roles, responsibility for learning, and assessment purposes and processes. Based on Wright’s framework, this study explores students’ perceptions of their experience with teaching methods at Uganda’s Makerere University. Specifically, the investigation uses a mixed-methods research approach that combines survey data with focus group discussions. A total of 82 students volunteered, with 54 returning questionnaires. From among the 54 students, eight were chosen for focus group discussions. Students provided information about course content, educational philosophy, and teaching activities. In the area of course content, students reported that course completion and examination results outweighed skill development. The results for educational philosophy showed that the preparation of compliant citizens took precedence over the development of self-reliant individuals. Finally, the findings for teaching activities indicated that while teacher-centered tasks still predominated, several students had been exposed to some student-centered activities.

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Schreurs, Jeanne y Roza Dumbraveanu. "A Shift from Teacher Centered to Learner Centered Approach". International Journal of Engineering Pedagogy (iJEP) 4, n.º 3 (12 de junio de 2014): 36. http://dx.doi.org/10.3991/ijep.v4i3.3395.

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In the framework of the project Western Eastern Teachers' Education Network (WETEN) funded by the Tempus program the network of university teachers were established to share expertise on effective teaching and learning in universities. This network for pedagogical innovation in higher education brought together the experts from EU to share good practice and new teaching methods with academic staff from two eastern countries, Moldova and Ukraine. The learner centered concept was analyzed and guidelines for creating learner centered courses were developed and piloted. The concepts and some experiences in course design were also implemented by trained teachers in the developed courses within the WETEN project.

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Braine, George. "From a teacher-centered to a student-centered approach". Journal of Asian Pacific Communication 13, n.º 2 (31 de diciembre de 2003): 269–88. http://dx.doi.org/10.1075/japc.13.2.05bra.

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There is a common belief that, owing to the highly teacher-centered form of education, Chinese students are passive learners. As a result, a student-centered approach such as process writing is believed to be difficult to implement in classes that consist mainly of Chinese students. This study tested these beliefs by introducing peer feedback, the backbone of process writing, to Chinese students enrolled in university writing classes and by measuring the effectiveness of the feedback both quantitatively and qualitatively. The study showed that, with proper training, Chinese students could quickly adapt to a student-centered approach, and also provide rich and useful feedback on the writing of their peers. This study has promising implications for educational contexts where students are considered passive learners, teacher-centered learning is the norm, or the process approach to writing faces daunting challenges to its implementation.

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Ameliana, Ive. "TEACHER-CENTERED OR STUDENT-CENTERED LEARNING APPROACH TO PROMOTE LEARNING?" Jurnal Sosial Humaniora 10, n.º 2 (30 de noviembre de 2017): 59. http://dx.doi.org/10.12962/j24433527.v10i2.2161.

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Applebaum, Barbara. "Book Review: Moral Education:A Teacher-Centered Approach". Theory and Research in Education 4, n.º 2 (julio de 2006): 224–26. http://dx.doi.org/10.1177/1477878506064555.

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Dervić, Dževdeta, Džana Salibašić Glamočić, Azra Gazibegović-Busuladžić y Vanes Mešić. "TEACHING PHYSICS WITH SIMULATIONS: TEACHER-CENTERED VERSUS STUDENT-CENTERED APPROACHES". Journal of Baltic Science Education 17, n.º 2 (25 de abril de 2018): 288–99. http://dx.doi.org/10.33225/jbse/18.17.288.

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Teaching and learning with simulations is widely used in today's classrooms. Therefore, it is important to examine the factors that potentially influence the effectiveness of simulation-based teaching environments. The aim of this research was to compare the effectiveness of teacher-centered and student-centered Physlet-based classes about one-dimensional kinematics at the level of upper-secondary school. The student sample consisted of 43 students (mostly 15-year-olds). Within the teacher-centered approach the teacher ran and controlled the simulations, and students watched the simulations on the projection screen. In the student-centered approach the students had the opportunity to work through the simulations on their computers. At the post-test, students from the teacher-centered approach outperformed their peers when it comes to conceptual understanding of kinematics, but students from the students-centered approach were more successful in solving quantitative problems. The results of this research support the idea that a progression from teacher-centered to student-centered approach may be optimal for learning novel concepts. Keywords: cognitive load theory, teaching materials, teaching strategies, kinematics simulations

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Yamagata, Satoshi. "Comparing core-image-based basic verb learning in an EFL junior high school: Learner-centered and teacher-centered approaches". Language Teaching Research 22, n.º 1 (16 de julio de 2016): 65–93. http://dx.doi.org/10.1177/1362168816659784.

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The present study investigated the effects of two types of core-image-based basic verb learning approaches: the learner-centered and the teacher-centered approaches. The learner-centered approach was an activity in which participants found semantic relationships among several definitions of each basic target verb through a picture-elucidated card game. By contrast, the teacher-centered approach involved explicit instruction from the teacher explaining how several definitions of the basic target verbs are interrelated. A total of 241 Japanese EFL (English as a foreign language) junior high school students acted as participants in this comparative study to determine the superior approach. At the end of the treatment period, a short questionnaire was distributed. A two-way repeated measures analysis of variance (ANOVA) revealed that the learner-centered approach was more effective than the teacher-centered approach with regard to both retention rates for learned definitions and accuracy rates for novel definitions of the basic target verbs. The results of paired t-tests for the questionnaire also support these findings. Considering the results, it can be argued that basic verbs may be best taught through a learner-centered collaborative approach, with conventional teacher-centered explicit instruction as a supplement.

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Michael, Thomas Gentner. "A Teacher-centered Networking Approach : Connectivism without Cell Phones". Journal of AsiaTEFL 15, n.º 1 (31 de marzo de 2018): 193–98. http://dx.doi.org/10.18823/asiatefl.2018.15.1.13.193.

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Minter, Mary Kennedy. "Learner-Centered (LCI) Vs. Teacher-Centered (TCI) Instruction: A Classroom Management Perspective". American Journal of Business Education (AJBE) 4, n.º 5 (26 de abril de 2011): 55–62. http://dx.doi.org/10.19030/ajbe.v4i5.4225.

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Teacher education should incorporate management and leadership training with an emphasis on student audience analysis. Macro perspectives of teaching are needed for a workable approach to the management of education.

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Timor, Tsafi. "Perception of Discipline of Novice Teachers in Light of the Student-Centered Approach and the Teacher-Centered Approach". International Journal of Pedagogy and Curriculum 22, n.º 4 (2015): 35–49. http://dx.doi.org/10.18848/2327-7963/cgp/v22i04/48887.

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West, Lucy y Frances R. Curcio. "Collaboration Sites: Teacher-Centered Professional Development in Mathematics". Teaching Children Mathematics 10, n.º 5 (enero de 2004): 268–73. http://dx.doi.org/10.5951/tcm.10.5.0268.

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Imagine an American school system in which teaching is viewed as a scientific endeavor and teachers base their lessons on research, implement them while colleagues observe, and refine them according to what students did or did not understand. This cycle of planning, practice, reflection, and refinement is an example of standards- based teaching and learning. An alternative to the traditional one-stop workshop approach, collaboration-site visits are fledgling efforts toward a teacher-centered approach to professional development and provide an authentic experience of teaching as learning. This article discusses collaboration-site visits, describes a two-day visit to a collaboration site, explains the benefits of participating in such visits that teachers have reported, and offers suggestions for implementing collaboration-site visits to support professional development in mathematics.

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Quartey, Jonathan, Carina Eksteen, Glynis Pickworth, Ajediran Bello y Josephine Ahenkorah. "Self-Directed Learning: A Paradigm Shift for Physiotherapy Education". Journal of Preventive and Rehabilitative Medicine 2, n.º 1 (1 de noviembre de 2020): 47–52. http://dx.doi.org/10.21617/jprm2020.218.

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Training physiotherapists to a level where they can influence the standard of health care practice could be a complex process. Entry-level physiotherapy education in Ghana is a continuum between academic and clinical training during which they have to integrate the application and development of skills in communication, collaboration, advocatory and leadership. Self-directed learning is considered by many as one of the appropriate methodologies to allow practitioners to stay up-to-date and knowledgeable of the current literature. A teacher-centered approach is characterized by lecturing and hands-on skills training as the main or only way of facilitating student learning. Students who qualify as physiotherapists from teacher-centered tertiary institutions need to be self-directed life-long learners to be able to meet the demands of a complex work environment in the field of physiotherapy and professional health care delivery. The teacher-centered traditional approach to teaching and learning appears to be the predominant form of teaching among most universities in Ghana. Since a student-centered teaching approach has been widely recommended as the approach of choice, especially in the education of health care professionals, there is a need to determine if it is possible to design and implement physiotherapy based modules that include student-centered approaches such as Self-directed learning which may address minimal guidance that is usually associated with teacher centered tertiary training in Ghana. Keywords: Self-directed learning; teacher-centred; Physiotherapy, student-centredAbstract

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Nurjannah, Intansari, Fatihatul Husniyah y Totok Harjanto. "TEACHER-CENTERED LEARNING AND STUDENT-CENTERED LEARNING APPROACHES IN NURSING SCHOOL: WHICH ONE IS BETTER?" Belitung Nursing Journal 3, n.º 2 (28 de abril de 2017): 65–72. http://dx.doi.org/10.33546/bnj.59.

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Background: Student academic achievement is influenced by learning instruments such as: of teaching staff, facility and infrastructure as well as the curricular component. Teacher-Centered Learning (TCL) or Student-Centered Learning (SCL) will also contributes to student’s outcomes as an approach to apply a curricular component.Aim: To compare students’ academic achievement levels between undergraduate students who follow TCL and SCL approaches in nursing school.Methods: This was a quantitative research with a descriptive analytic method comparative study with 918 samples.Methods: The entire undergraduate student population of in one of nursing school in Indonesia from 1999 to 2011 was included in this research. The relevant data in this study was GPA score and length of study. A total sampling method was performed to select 918 subjects involved in the study. The data were analyzed using Mann-Whitney test.Results: Academic achievement was assesed from GPA score and length of study. The average GPA of students who followed a TCL approach was 3.28, while the score for those who followed a SCL approach was 3.54 with p-value of 0.00. The average length of study of students who followed a TCL approach was 4 years 3 months; while those with a SCL approach was 4 years 1 month with p-value of 0.279.Conclusions: There was a significant difference on GPA score and no significant differences on the length of study between the undergraduate students who followed a TCL versus a SCL approaches.

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Khan, Arshad, Maimoona Nazneen, Sumera Shan Ahmad y Amina Khalid. "A Comparative Analysis of Effectiveness of Learner-centered Approach and Teacher-centered Approach in Writing Skills of undergraduate students". Linguistics and Literature Review 2, n.º 2 (octubre de 2016): 73–91. http://dx.doi.org/10.32350/llr.22.02.

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Chen, Jian, Junhai Zhou, Li Sun, Qiuhui Wu, Huiling Lu y Jing Tian. "A new approach for laboratory exercise of pathophysiology in China based on student-centered learning". Advances in Physiology Education 39, n.º 2 (junio de 2015): 116–19. http://dx.doi.org/10.1152/advan.00143.2014.

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Student-centered learning is generally defined as any instructional method that purportedly engages students in active learning and critical thinking. The student-centered method of teaching moves the focus from teaching to learning, from the teachers' conveying course concepts via lecture to the understanding of concepts by students. The student-centered method has been used extensively in lecture courses in China; however, there is little evidence of its use in laboratory courses. The purpose of the present study was to describe the implementation of a student-centered method in a pathophysiology laboratory course. The use of student-centered learning strategies in an undergraduate laboratory course was well received by both students and teachers. Here, students had to take on responsibility for their own learning and, thus, became more accountable. Moreover, they reported increased active learning, skill development, information collection, and retention. In addition, mean scores for the quiz were significantly higher in the student-centered method compared with the traditional teaching method. The shift from teacher-centered delivery to a student-centered model led to a positive change, in which the learners drove the process and were guided, not directed, by the teacher.

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Green, Keisha L., Kysa Nygreen, Laura A. Valdiviezo y Joel Ariel Arce. "Teacher Professional Development for Ethnic Studies: A Critical Youth-Centered Approach". Multicultural Perspectives 22, n.º 3 (2 de julio de 2020): 139–45. http://dx.doi.org/10.1080/15210960.2020.1792302.

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Stover, Lois T. "Modeling a Student-Centered Approach in the Secondary Teacher Education Program". Action in Teacher Education 12, n.º 1 (marzo de 1990): 35–42. http://dx.doi.org/10.1080/01626620.1990.10734387.

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Farhatin Masruroh y Khulusinniyah. "PELATIHAN DAN PENDAMPINGAN GURU PAUD DALAM INOVASI MODEL PEMBELAJARAN BERBASIS KELOMPOK DENGAN PENDEKATAN STUDENT CENTERED DI KB/RA THARIQUN NAJAH SELETRENG". As-Sidanah : Jurnal Pengabdian Masyarakat 2, n.º 1 (22 de junio de 2020): 191–226. http://dx.doi.org/10.35316/assidanah.v2i1.764.

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KB / RA teacher training and mentoring activities in the innovation of group-based learning models with the student-centered approach is an attempt to change learning from conventional classical models and teacher-centered to group-based learning that is centered on the activities of students. This activity goes through three stages, namely planning, implementation, and evaluation. At the planning stage, the problem identification process is carried out, making work plans (work plans), and classifying teaching practices (peer teaching). At the implementation stage, it consists of two stages; 1) group learning model training with a student-centered approach which includes group model class management techniques, learning media design, and evaluation techniques.

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Tanjung, Ellisa Fitri. "Improving the Quality of Religious Islamic Education Learning through Collaborative Learning Approach in SMP Muhammadiyah Pandan Tapanuli Tengah". Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, n.º 2 (22 de abril de 2021): 1809–14. http://dx.doi.org/10.33258/birci.v4i2.1858.

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The product quality of education is determined by teachers in learning processes underlying curriculum (official), which results of highly dependence on what is done by the teacher in the classroom (actual). Atmosphere of learning and teaching was directed so that learners can develop her potential. Previous learning approach which concentrates on the teacher (teacher-centered) to the student-centered approach to learning (student-centered), it takes master-teacher teaching methods, classroom management, and the ability to motivate students. Mastery of the teaching method is far more important than the provision of subject matter (al-Thoriqoh ahamm min al-hymn). The problems related to this study include: (1) description of the educational approach that can improve the quality of teaching Islamic education in junior high school students of class VII in Muhammadiyah Pandan Central Tapanuli. (2) collaborative learning education approach can improve the quality of teaching Islamic education in junior high school students of class VII Muhammadiyah Pandan. This study applies the quality approach and collaboration from any action researchers. The study was carried out in SMP Muhammadiyah Pandan Central Tapanuli. Data source were derived from class VII.The subject of study comprised 30 students.

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Granger, E. M., T. H. Bevis, Y. Saka, S. A. Southerland, V. Sampson y R. L. Tate. "The Efficacy of Student-Centered Instruction in Supporting Science Learning". Science 338, n.º 6103 (4 de octubre de 2012): 105–8. http://dx.doi.org/10.1126/science.1223709.

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Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered and teacher-centered approaches on elementary school students’ understanding of space-science concepts. Data included measures of student characteristics and learning and teacher characteristics and fidelity to the instructional approach. Results reveal that learning outcomes were higher for students enrolled in classrooms engaging in scientific practices through a student-centered approach; two moderators were identified. A statistical search for potential causal mechanisms for the observed outcomes uncovered two potential mediators: students’ understanding of models and evidence and the self-efficacy of teachers.

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Abdygazieva, N. y Zh Zholdoshalieva. "The Role of a Personally-focused Approach in Learning". Bulletin of Science and Practice 7, n.º 3 (15 de marzo de 2021): 293–96. http://dx.doi.org/10.33619/2414-2948/64/35.

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This article examines the role and importance of personality-oriented learning in the formation of a creative, independent, creative, active personality with leadership qualities. The development of the theoretical foundations of innovation in student-centered learning, the development of new learning models have become innovative directions in the system of teacher education. Revision of the role of the teacher and the student is the main idea of the position of the student-centered approach in education. With the personal-activity approach, the action of both the teacher and the student changes. Modern pedagogical education technologies are aimed at organizing joint activities with students. The use of new pedagogical technologies, approaches contributes to the formation of activity, creative abilities of students, assists them in their striving to become the best professional in their chosen future profession. The individuality of the student, the creation of all kinds of pedagogical conditions on the part of the educational institution for its formation, development are the fundamental principles of the personality-oriented approach in the educational process.

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Morrow, M. Earnest y Dabae Lee. "Implementing Individualized Learning in a Legacy Learning Management System". International Journal of Designs for Learning 10, n.º 1 (10 de julio de 2019): 131–44. http://dx.doi.org/10.14434/ijdl.v10i1.22500.

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Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to sup-port and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered on-line courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered within the framework of existing learning management systems. This paper describes our efforts to prototype such a transitional approach for an online statistics course. Pedagogical and technological objectives were successfully achieved by combining the technologies of the Sharable Content Object Reference Model (SCORM), a legacy learning management system, and a stand-alone course authoring tool to deliver an example course demonstrating adaptive, competency-based student progress instruction that personalizes one’s learning path with topic-contingent assessment feedback.

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Yang, Fan y Jing Lin. "A Chinese Tai Chi Model: An Integrative Model beyond the Dichotomy of Student-Centered Learning and Teacher-Centered Learning". Asian Education Studies 1, n.º 2 (17 de mayo de 2016): 44. http://dx.doi.org/10.20849/aes.v1i2.61.

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There are two types of educational approaches: one is student-centered learning and the other is teacher-centered learning. Each approach has its strengths and challenges. Hence debate arises as to which one is more appropriate and this makes some educators confused. In the background of globalization and internationalization of education, the influence of student-centered theory is very profound and far-reaching. Rethinking the student-centered or teacher centered education is important for the development of modern education. We argue that the ancient Chinese Tai Chi philosophy may be an alternative approach to mediate this controversy by helping people to understand the dynamic balance of teaching and learning. According to Tai Chi philosophy, student may be considered as yin, while teacher as yang. A Tai Chi model of education focuses on the dynamic interaction of the teacher and the student. Moreover, based on the vision of the Tai Chi philosophy, a number of classical western education theories may be brought to a new perspective. The combination of the traditional Chinese philosophies and related western educational theories might open another window for modern educational theories development. In short, through the perspective of Tai Chi, education is a combination of interactive factors and approaches rather than a dichotomy of teaching and learning, and it requires wisdom for dynamic complementary exploration rather than learning as static events in the class.

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Naibaho, Lamhot. "TEACHERS’ ROLES ON ENGLISH LANGUAGE TEACHING: A STUDENTS CENTERED LEARNING APPROACH". International Journal of Research -GRANTHAALAYAH 7, n.º 4 (30 de abril de 2019): 206–12. http://dx.doi.org/10.29121/granthaalayah.v7.i4.2019.892.

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This study is about teachers’ roles on english language teaching viewed from the perspective of students centered learning approach, and it is aimed at investigating the teachers’ roles in teaching the language to the students based on students centered learning activity and enlarging the knowledge of the language teachers’ roles in teaching in order to help them to be more professional in their field. The method of the study used in this study was a library research study, where theories from any sources that related to the theory used in this study, were used to provide the answers of the problem of this study. The instruments of this study were books and documents. The results of this study indicated that there are some roles that must be possessed by the teacher during language teaching, such as: an organizer, an assessor, a prompter, a participant, a resource, a tutor, an observer, a performer, a controller and as teaching aid. It can be concluded that in order to succeed the language teaching based on students centered learning approach, a teacher should implement those roles.

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Нурбергеновна Мамирова, Кулаш. "Principles and methods of student-centered learning (SCL)". SCIENTIFIC WORK 69, n.º 08 (23 de agosto de 2021): 16–19. http://dx.doi.org/10.36719/2663-4619/69/15-19.

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The concept of student-centered learning is based on the following provisions: student in the center of learning, emphasis on active rather than passive learning; emphasis on critical and analytical learning and understanding; interdependence of teacher and student; a reflective approach to the educational process on the part of both the teacher and the students. Student-centered learning requires an ongoing process of reflection (introspection and self-esteem). Teachers and students regularly review their teaching methods and assimilation of competence, thereby stimulating critical thinking and personal skills. Students are given the opportunity to control their own learning. They are given the opportunity to participate in the development of educational programs, academic disciplines and in their assessment. The point of student-centered learning is to create learning opportunities. The student-centered approach places a great responsibility on the student, encourages him to think, process materials, analyze and solve problems. Key words: student-centered learning, the concept of student-centered learning, principles and methods of student-centered learning, the system of expected learning outcomes, life skills and competencies

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Yong, Zhang. "Challenges of Humanistic Approach to FLT towards Traditional Approach in China". International Journal for Innovation Education and Research 3, n.º 10 (31 de octubre de 2015): 62–65. http://dx.doi.org/10.31686/ijier.vol3.iss10.446.

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Traditionally, FLT in China attaches too much to the mastery of target language, ignoring learner’s personal development in the learning process. Humanistic teaching voices an objection to the mechanistic, dehumanizing, inhuman emphasis of traditional approaches to education, and a plea for the adoption of new attitudes, concepts and approaches in this area. FLT, as one part of education, has also been influenced by this new force, and requires some innovative approaches to replace the conventional ones in methodology. This paper intends to analyze the big challenges provoked by humanistic teaching towards traditional approach to FLT in China, such as, ”student-centered” vs. “teacher-centered”; “process-oriented” vs. “product-oriented”; and “holistic-oriented” vs. “knowledge-oriented” . This detailed analysis is intended to help better comprehend humanistic teaching ideas and provide a new perspective on FLT in China.

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Zulfatmi, Zulfatmi. "Internalisasi Nilai Melalui Student Centered Learning (SCL) Approach". Jurnal MUDARRISUNA: Media Kajian Pendidikan Agama Islam 6, n.º 2 (18 de julio de 2017): 312. http://dx.doi.org/10.22373/jm.v6i2.1087.

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The learning process that takes place in educational institutions such as schools and even universities are still dry from the effort of planting value for learners. The process that lasted more dominated by the transfer of knowledge (of pouring knowledge) instead of internalizing the values that are important matters in an educational activity. Meanwhile, adult learning methodology has evolved so rapidly, so there has been a learning paradigm shift from teacher-centered learning centered on the learner. As these changes raised concerns some educators to the growing dryness of the learning process of internalization efforts on students in various educational institutions. This study seeks to present a common thread among the various concerns, efforts to internalize the value in educational practice on the one hand and the spirit of the implementation of learning approach centered on the learner on the other side.

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Fairley, Mariah J. "Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies‐Based Approach and Practical Applications". TESOL Quarterly 54, n.º 4 (24 de febrero de 2020): 1037–64. http://dx.doi.org/10.1002/tesq.568.

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Tadesse, Tefera, Aregu Asmare y Hashim Ware. "Exploring Teachers’ Lived Experiences of Cooperative Learning in Ethiopian Higher Education Classrooms: A Phenomenological-Case Study". Education Sciences 11, n.º 7 (3 de julio de 2021): 332. http://dx.doi.org/10.3390/educsci11070332.

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A growing body of research indicates that teaching is the most important determinant of student learning in higher education (HE). However, HE teachers have a persistent challenge to transform pedagogical practices from a teacher-centered to a student-centered approach. In this study, the authors employed a phenomenological-case study design to examine the teachers’ lived experiences with cooperative learning (CL) pedagogies as applied in the undergraduates’ classrooms in a large public university in Ethiopia. The authors collected the relevant data from two teacher participants through both reflection and a semi-structured interview, along with document analysis of course-related material. The teacher participants felt that their involvement in the CL lessons gave them insight to understand strategies used to implement CL and practical learning opportunities on how to use it as one variant of student-centered teaching methods. As the teacher interviewees suggested, the CL lessons helped them change their mindset from traditional lecture-based teaching to a student-centered approach and transform their pedagogical practices. The results of this study suggest that CL pedagogies offer teachers with professional development opportunities for a meaningful transformation of their roles in HE classrooms. Additionally, the results have important practical implications for many HE institutions (HEIs) and their teachers who work with undergraduate students.

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Lojdová, Kateřina. "Socialization of a student teacher on teaching practice into the discursive community of the classroom: Between a teacher-centered and a learner-centered approach". Learning, Culture and Social Interaction 22 (septiembre de 2019): 100314. http://dx.doi.org/10.1016/j.lcsi.2019.05.001.

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Fortier, Paula. "The Ups and Downs of a French Immersion Kindergarten Teacher: My Journey Toward an Inquiry-Based Approach to Teaching". LEARNing Landscapes 8, n.º 1 (1 de agosto de 2014): 123–38. http://dx.doi.org/10.36510/learnland.v8i1.678.

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Drawing on her lived experiences, and using the metaphor of a Snakes and Ladders game, the author reflects on her teacher practice related to using an inquiry approach in her French Immersion Kindergarten classroom. Looking backward while moving forward in time, she makes visible her process of change, foregrounding how her beliefs about children, teaching, and learning—her educational philosophy—paired with a new understanding of learning theories—in particular, constructivism—shape a pedagogical approach centered in inquiry-based learning. She stories her move from being structured and teacher-directed in her pedagogical approach to embracing an emergent curriculum and a student-centered pedagogy.

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Shah, Rajendra Kumar. "Child Centered Education: Criticisms". Shanlax International Journal of Education 8, n.º 1 (1 de diciembre de 2019): 22–37. http://dx.doi.org/10.34293/education.v8i1.1253.

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There have been quite a lot of concerns and arguments over the appropriateness of CCE for developing countries where the social and cultural values, educational traditions, and available resources are so different from the West. Most of the educationists argue for the teacher centred formalistic approach which is believed to be more suitable for contexts where resources are sufficient and teacher professional capability is very high. Issues related to CCE in developing countries have been the focus of discussion from 1980s and particularly the 1990s. The major intention of the present study to explore the major criticisms related to child centered education. Eleven serious criticisms: danger of centeredness; absenting knowledge; learner centeredness: scientifically validated?; freedom versus discipline; practicality of learner centered teaching; individual and society; the absence of authentic social relationships; teacher's roles; natural Sequence of development; the powerless female teacher and child; and the free and individual child: an illusionary and decontextualized construct have been discussed in the present article.

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Bahrudin, Febrian Alwan. "IMPLEMENTASI PENDEKATAN PEMBELAJARAN BERBASIS STUDENT CENTERED LEARNING". Pro Patria: Jurnal Pendidikan, Kewarganegaraan, Hukum, Sosial, dan Politik 2, n.º 1 (11 de marzo de 2019): 59–71. http://dx.doi.org/10.47080/propatria.v2i1.493.

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This research is about the Learning Implementation using The ‘Student Centered Learning’ Base in the Pancasila and Citizenship Education Department, the learning process activity can be divided into two types of approaches, such as the learning approach with ‘Teacher Centered Learning’ (TCL) base, and with the ‘Student Centered Learning’ (SCL) base. The approach of learning using the ‘Teacher Centered Learning’(TCL) base is an activity in which the lecturer becomes the main subject in the process of learning, and within the learning process using the ‘Teacher Centered Learning’ (TCL) the lecturer will be a lot more active than the students and thus have a much more important role in this method when it comes to giving the materials for learning. In the ‘Teacher Centered Learning’ (TCL) base method, students tend to be much less active in the learning process, whereas the ‘Student Centered Learning’ (SCL) is a method that gives the students the chance to be active in the process, or in this case, the students are now the main subject of the learning process. The approach of this research is based on qualitative approach and also using descriptive study method. The implementation of learning using the ‘Student Centered Learning’ (SCL) is done through several stages, beginning with planning, execution, and ends with evaluation. In the planning stage the lecturer prepares the administrative part of learning, in which includes making lesson plan, and preparing things that support the learning process, such as media, learning resources, or other innovations that supports learning. This stage of the learning process aims to determine the initial steps so that the learning process can run effectively and efficiently, the making of the lesson plan which positions the students to have a much more dominant role than lecturers is a form of learning using the ‘Student Centered Learning’ (SCL) method, in this stage the implementation of learning makes the students take more part in the learning process compared to lecturers, students are required to be active and creative in the learning process, in this activity the use of learning media is very helpful to be able to implement student centered learning. Student's active role can be applied through class presentations about the material being discussed, besides that the use of electronic-based learning or e-learning has been applied in the Department of Pancasila and Citizenship Education. The last stage is the closing stage where the usual thing to do is to reflect on the learning that has been done with the intent to evaluate so students and lecturers can determine learning improvements at the next meeting.

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Kirana, Anik y Siti Kholifah. "Approach Higher Order Thinking-Problem Based Learning in Learning Mathematics Material Linear Equations Absolute Value One Variable". INNOVATION RESEARCH JOURNAL 1, n.º 1 (7 de febrero de 2020): 20. http://dx.doi.org/10.30587/innovation.v1i1.1188.

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In learning in schools there are still many teachers using a teacher-centered learning model orTeacher Center. In teacher-centered learning, the teacher can control or organize the material andtime completely, but communication only occurs in one direction so that learning runs passively.Teacher-centered learning conditions are not as expected in the 2006 Ministry of Education Regulation,which is expected to learn mathematics in students having the ability to think logically, analytically,systematically, critically, and creatively, and have the ability to work together. One learning modelthat can help students develop critical and logical thinking skills is Problem Based Learning (PBL). InPBL, the teacher's function is as a facilitator which means preparing all the facilities needed in learningactivities. PBL becomes better if it is associated with the approach Higher Order Thinking(HOT)because the estuary of higher-order thinking patterns is able to solve problems From theobservations of student learning activities the HOT-PBL approach includes activities namely: motoractivity, mental activity, and emotional activity students during learning take place in the classroomwith the HOT-PBL approach get a good category, which means students are classified as activestudents. While the results of the test which includes HOT-PBL questions obtained 85.7% masteryachievement which means that 85.7% of students achieved individual completeness.

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Baghoussi, Meriem. "Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The Case of English Teachers and Learners in Mostaganem District". Arab World English Journal 12, n.º 2 (15 de junio de 2021): 268–78. http://dx.doi.org/10.24093/awej/vol12no2.18.

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Before implementing the Competency-Based Approach (CBA) in 2003, the Algerian educational system was based on traditional teaching methods that focused mainly on acquiring the knowledge about language delivered by the teacher and the amount of information the learner could accumulate to pass the exams. Although CBA has shifted the teacher’s role from a knowledge transmitter to a facilitator and the learner from a passive recipient to an active participant, the teacher-centered paradigm still prevails among secondary-school teachers. To shed light on that prevalence, the researcher attempts to explore the perceptions secondary-school teachers hold about Teacher-Centred Approach (TCA) and the reasons behind its widespread use. Therefore, the present study investigates the causes of TCA prevalence in English as a Foreign Language (EFL) classes using a mixed-methods approach. To reach that aim, the researcher put forward the following hypothesis. Although teachers know the various teaching approaches, they have to adopt the teacher-centered method because of several constraints. To collect the necessary data to identify those constraints, thirty English teachers from some secondary schools in the district of Mostaganem received a questionnaire. The research results confirmed the hypothesis stated above. They revealed that teachers are well-informed about the viability of various teaching approaches and methods; however, they keep adopting the teacher-centered approach. Such behavior is due to multiple constraints such as classrooms crowdedness, the traditional physical classroom environment, the baccalaureate (BAC) exam requirements, and the time restrictions due to the lengthy English programs.

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Benbassat, Jochanan y Reuben Baumal. "Teaching Doctor-Patient Interviewing Skills Using an Integrated Learner and Teacher-Centered Approach". American Journal of the Medical Sciences 322, n.º 6 (diciembre de 2001): 349–57. http://dx.doi.org/10.1097/00000441-200112000-00008.

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Tran, Henry y Douglas A. Smith. "Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools". NASSP Bulletin 104, n.º 2 (junio de 2020): 85–109. http://dx.doi.org/10.1177/0192636520927092.

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Many school employers struggle with teacher turnover challenges despite their use of wide-ranging teacher retention initiatives. Emphasizing a new Talent Centered Education Leadership approach, this article relies on a theory-building methodology that leverages the theories of career choice and Herzberg’s motivation-hygiene, empirical literature that examines the differentiated needs of teachers throughout the stages of their career, and modern strategic human resource management practices, to argue that school leaders should intentionally design a supportive employee experience for teacher support. Guidance is provided for the addressing of staffing issues in hard-to-staff secondary schools, accounting for the total employee experience journey from entry to retirement.

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Eisenring, Mohammad Abraham Akbar y Margana Margana. "THE IMPORTANCE OF TEACHER – STUDENTS INTERACTION IN COMMUNICATIVE LANGUAGE TEACHING (CLT)". PRASASTI: Journal of Linguistics 4, n.º 1 (11 de mayo de 2019): 46. http://dx.doi.org/10.20961/prasasti.v4i1.17052.

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Interaction takes crucial part in English language teaching and learning. It could determine the successfulness of teaching and learning in the classroom. Relying on the fact, interaction becomes the main means for teacher and students to exchange their ideas, feelings, opinions, insights, and etc. Especially for the teachers themselves, maintaining interaction with students is considered to be very important thing. In this case, teachers need to employ some proper strategies and approaches in order to deal with such kind of activity. Nowadays, a great number of teachers apply student-centered approach more than teacher-centered one in the way they teach English. Student-centered approach is believed to be able to encourage the teachers to raise their awareness to interact more with the students by implementing Communicative Language Teaching (CLT). In this library-based research paper, the writers would like to elevate the importance of classroom interaction in Communicative Language Teaching (CLT) as an important means for teachers in their respective classrooms.

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Cheung, Yin Ling y Hari Jang. "Understanding writing teachers’ technological pedagogical content knowledge: A study with five in-service teachers". Indonesian Journal of Applied Linguistics 10, n.º 2 (18 de octubre de 2020): 551–61. http://dx.doi.org/10.17509/ijal.v10i2.28607.

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The growing emphasis on emerging technologies in education has required in-service teachers to develop more technological knowledge. However, little is known about the application of technological pedagogical content knowledge (TPACK) on subject matter knowledge in language teaching. This qualitative study examined five writing teachers’ implementation of instructional objectives, instructional strategies, and technologies to teach writing as well as their assessment of learning using the TPACK-Writing perspective. Lesson observations were conducted for each teacher. Adopting a case study design, the observation transcripts were analyzed with a focus on the teachers’ execution of the instructional objectives, instructional strategies, and technologies to teach writing as well as their assessment of learning. The results showed that the complex nature of writing pedagogy with TPACK-Writing as a construct was mediated by cultural factors such as an examination-oriented system and teacher-centered pedagogy. The results also suggested that the application of TPACK-Writing should involve a student-centered approach rather than a teacher-centered approach, which implies the need for teachers to acquire a high level of knowledge of learners and the instructional context to promote effective pedagogy.

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Seyal, Afzaal H. y Yeo Sy Mey . "Evaluating Studentsâ€™ Perception of Teaching Learning Computer Programming: A Study in a Bruneian Technological University". Journal of Education and Vocational Research 6, n.º 2 (30 de junio de 2015): 25–33. http://dx.doi.org/10.22610/jevr.v6i2.185.

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The present study is part of one of the pioneering government funded research, conducted in one of the institutions of higher learning in Brunei Darussalam. The study validates the existing instrument through survey (factor analysis) among cohort of students in a programming class. The study results not only endorse the reasons of declining the art and science of teaching/learning computer programming but also have brought an interesting finding of pedagogy. The results indicate that teaching and learning strategies are more teacher-centered (mean=3.85) rather than student-centered (mean = 2.87). This is in contrast to modern approach of teaching-learning, where problem-based or constructivist approach dominates. Further 67% of the students considered lack of motivation, 80% considered the curriculum is less practical and 50% thought it was more teacher-centered, as key reasons of this decline. Based on the findings some recommendations were made to the relevant authorities to improve the practice.

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Gunel, Murat. "Critical elements for the science teacher to adopt a student‐centered approach: the case of a teacher in transition". Teachers and Teaching 14, n.º 3 (22 de mayo de 2008): 209–24. http://dx.doi.org/10.1080/13540600802006095.

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Pujiastuti, Ika. "Impementasi Project Based Learning Dalam Pembelajaran Abad 21 Pada Mata Pelajaran Geografi Kelas XI IPS SMA Nasional 3 Bahasa Putera Harapan Purwokerto". Proceedings Series on Social Sciences & Humanities 1 (14 de junio de 2021): 1–13. http://dx.doi.org/10.30595/pssh.v1i.66.

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The development of curriculum in schools is currently required to make changes in implementing teacher-centered learning approaches into student-centered learning approaches. This is adjusted to the demands of learning that will affect the development of children in the future, where children must have thinking and learning skills. These skills include critical thinking skills, problem solving, collaboration, and communication skills. These skills are often said to be skills in the independent learning process that must be possessed by students. Students can have these skills if the teacher is able to develop learning with activities that challenge students to think critically in solving problems. Another aspect that is no less important is the Assessment or Assessment. Assessment can be given among students as feedback, by the teacher with an assessment rubric that has been prepared by the teacher or based on the performance and products they produce. To achieve the aforementioned objectives, a learning approach that is quite challenging for teachers is a project-based learning (PBL) approach.

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Vidwans, Mohini. "Diary of A Restless Teacher: How We Can Shift to The Learner-Centered Approach". European Journal of Teaching and Education 2, n.º 1 (29 de marzo de 2020): 72–78. http://dx.doi.org/10.33422/ejte.v2i1.174.

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Beyond doubt, learner-centered approach has proved to be effective for better learning outcomes. Drawing on a personal experience, I present in this paper how a mix of being involved with a series of training workshops, discussion with my colleagues, and the ‘accidental’ introduction of social constructivist tools in my classrooms gradually changed my view on the potential of technology in the learning process. It also looks at how a reflective diary helped me to leverage these experiences more effectively. It records a journey of interaction with education designers, other teachers and students, and how I selected the resources and approaches that might produce better learning opportunities for the learners. It further looks at the adoption of learning technology as a vehicle for developing the teacher’s own understanding of the power of social learning. I address some of the challenges I encountered while making the shift. The paper concludes that intentionally reviewing one’s teaching in collaboration with education experts, one’s colleagues and learners is a positive experience and has resulted in an approach that has considerably shifted the focus to learners. I am optimistic that my fellow teachers find my experiences inspiring and we collectively can bring about a change for the benefit of the education sector.

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Afsahi, Seyed Ehsan y Azizeh Chalak. "The Effect of Content-Based Approach in Student vs. Teacher-Centered Environment on Improving Speaking among Iranian Intermediate EFL Learners". International Journal of English Linguistics 6, n.º 7 (1 de diciembre de 2016): 138. http://dx.doi.org/10.5539/ijel.v6n7p138.

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Speaking is the most important skill of language. Speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interactions, and in suitable context and situation. Purpose of this study was to investigate the relationship between Iranian intermediate EFL learners who learn speaking based on content approach in student-centered environment and their learning in the traditional teacher-centered environment. To this end, there are two classes, one as the experimental and the other as the control one. The same teacher taught them both. The subjects were all homogenous regarding their age, gender, and first language. During the experiment, the experimental group, who were in the environment of content-based approach in student-centered, was received quizzes. The results indicated that a statistically significant positive relationship existed between giving the students the central role in content-based approach class and yielding in better performance of speaking ability. The results revealed the positive relationship between content-based approach in student-centered class and the improvement of EFL Iranian students’ speaking ability. Preparation of such a system for teaching speaking to learners, learning English as a foreign language will facilitate the teaching and learning process for both teachers and learners.

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Mohammed, Nor Farizal, Che Fatimah Che Kassim y Puteh Mariam Ismail. "Students’ Perception on Pedagogical Approaches and its Relation to Exam Performance in Professional Accounting Education". Asian Journal of University Education 16, n.º 2 (6 de agosto de 2020): 116. http://dx.doi.org/10.24191/ajue.v16i2.10303.

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With the Malaysian government’s aim to increase the number of Bumiputera professional accountants, it is important for institutions to search for efficient ways in delivering professional accounting education in order to improve the performance of students. Despite the suggestion from prior literature to adopt student-centered pedagogy, the issue is still not much explored in professional accounting education. Therefore, the aim of this study is to examine whether students’ perception on student-centered pedagogy and teacher-centered pedagogy are associated with the exam performance in professional accounting examinations. The approach of student-centered pedagogy is to promote students to actively take responsibility of their own journey of learning. This study gathered data from 88 professional accounting students in Universiti Teknologi MARA (UiTM). The results reveal that students prefer teacher-centered pedagogy. The results contrast the findings from western literature, and hence it reflects, the learning environment in Malaysia which is still passive. Additionally, the better perception of students on both pedagogies are positively significant with better exam performance, emphasizing the work of both students and teachers are essential for better exam performance. The emphasis on exam orientation in professional accounting education is seen as a limitation to implement student-centered pedagogy in professional accounting education. It implies that the classrooms in Malaysia are not adept into making a shift to empower students’ responsibility. This study adds value by highlighting the best practice that provides benefit to the professional accounting education in Malaysia. Keywords: Exam performance, Professional Accounting Education, Responsibility, Students-centered pedagogy, Teacher-centered pedagogy

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Larasati, Finza. "STUDENT CENTERED LEARNING: AN APPROACH TO DEVELOP SPEAKING SKILL IN EFL CLASSROOM". English Community Journal 2, n.º 1 (24 de junio de 2018): 153. http://dx.doi.org/10.32502/ecj.v2i1.1004.

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This paper brings to light, the importance of an approach in learning speaking; a student centered learning approach. The researcher pays so much attention on this approach caused the necessity of students in globalization era that required them to master the English especially in terms of communication. A key issue here is whether what happens in a speaking classroom is concerned with “teaching speaking”. Student-centered learning is focused on the student’s needs, abilities, interests, and learning styles with the teacher as a facilitator of learning. This classroom teaching method acknowledges student voice as central to the learning experience for every learner. The relationship between student-centered approach and the speaking skill is relevant. This approach creates learning by doing situation. The students can develop their speaking skill through the realization of tasks, which are devised along with the students and taking into consideration their needs and characteristics.

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McCoy, Lise, Robin K. Pettit, Charlyn Kellar y Christine Morgan. "Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach". Journal of Medical Education and Curricular Development 5 (1 de enero de 2018): 238212051876513. http://dx.doi.org/10.1177/2382120518765135.

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Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

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Verbeeten, Marja J. "Learner-Centered? It's Just a Click Away…". Journal of Educational Technology Systems 30, n.º 2 (diciembre de 2001): 159–70. http://dx.doi.org/10.2190/jlnf-p8uh-x2tn-mhm4.

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There are two revolutions sweeping through higher education today: the first one is the move from teacher- to learner-centered education. The second one is the move from the traditional to the virtual classroom. This article examines the most recent literature on Web-based instruction by looking at authors who, based on their own personal experiences, take a positive approach to Web-based education, and who feel that Web-based instruction is learner-centered. Characteristics of learner-centeredness as related to Web-based education are: access anywhere and any time, and student engagement. Student engagement is accomplished through the creation of active learning modules, collaboration among students, and close teacher-student interaction. Virtual classes are effective since they address different learning styles. The article concludes that assessment of learning outcomes is a topic that needs to be addressed in future research.

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Şen, Şenol, Ayhan Yılmaz y Ömer Geban. "THE EFFECTS OF PROCESS ORIENTED GUIDED INQUIRY LEARNING ENVIRONMENT ON STUDENTS' SELF-REGULATED LEARNING SKILLS". Problems of Education in the 21st Century 66, n.º 1 (25 de agosto de 2015): 54–66. http://dx.doi.org/10.33225/pec/15.66.54.

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Teaching and learning trend has shifted gradually from a teacher-centered approach to a student-centered approach. Many educational researchers have suggested that teachers must use student-centered learning approaches, such as Process Oriented Guided Inquiry Learning (POGIL). POGIL is an instructional approach combining guided inquiry and cooperative learning in which students are involved in the learning process. The purpose of this study was to investigate the effect of POGIL method compared to traditionally designed chemistry instruction (teacher-centered approach) method on 11th grade students' Self-Regulated Learning Skills. The study was conducted during 2014-2015 spring semester. Participants were 115 students from one high school in Turkey. Non-equivalent control group design was used. Two experimental groups and two control groups were randomly selected. Experimental groups were instructed with POGIL, while control groups received traditionally designed chemistry instruction. Achievement Goal Questionnaire (AGQ) and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as pre-test and post-test to determine students' self-regulated learning skills. Multivariate Analysis of Variance (MANOVA) was used to investigate the effect of POGIL on the dependent variables. Results revealed that POGIL improved students' mastery approach, task value, control of learning beliefs, self-efficacy for learning and performance, critical thinking, help seeking, peer learning, metacognitive self-regulation, effort regulation, time/study environmental management. The results showed that POGIL was superior to the traditionally designed chemistry instruction on students’ self-regulated learning skills. Thus, POGIL is helpful for development of students’ self-regulated learning skills. Key words: achievement goals, motivation, learning strategies, POGIL, self-regulated learning skills.

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