Journal articles: 'Teacher-centred'

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Boyapati, Ed. "Learning: Student-centred vs teacher-centred." Korean Journal of Chemical Engineering 17, no. 3 (May 2000): 365–67. http://dx.doi.org/10.1007/bf02699054.

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Sweeney, J. F. "Nurse education: learner-centred or teacher-centred?" Nurse Education Today 6, no. 6 (December 1986): 257–62. http://dx.doi.org/10.1016/0260-6917(86)90041-9.

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Bailey, Patrick D. "Should 'teacher centred teaching' replace 'student centred learning'?" Chem. Educ. Res. Pract. 9, no. 1 (2008): 70–74. http://dx.doi.org/10.1039/b801308j.

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Roberts, Tessa. "Teacher‐Centred In‐Service Education." British Journal of In-Service Education 13, no. 3 (September 1987): 172–76. http://dx.doi.org/10.1080/0305763870130312.

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Elen, Jan, Geraldine Clarebout, Rebecca Léonard, and Joost Lowyck. "Student-centred and teacher-centred learning environments: what students think." Teaching in Higher Education 12, no. 1 (January 12, 2007): 105–17. http://dx.doi.org/10.1080/13562510601102339.

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Misdi, Misdi, Nurani Hartini, Dian Farijanti, and Agus Wirabhakti. "Teacher-Centred and Teacher Controlled Learning: A Postmodernism Perspective." Academic Journal Perspective : Education, Language, and Literature 1, no. 1 (October 26, 2018): 73. http://dx.doi.org/10.33603/perspective.v1i1.1606.

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The role of teachers in learning is central. It greatly influences the success and the quality of learning process. Yet, it remains lack of evidences in some areas such as diminishing the learners' learning automony. Lamguage learners are positioned lower than the teachers. In decentralized learning, teachers are facilitators. As the result of this point of views, the learners are less appreciated for their imperfect learning behaviours for some reasons regarding for their potentials. Thus, this article is to criticize and to elaborate the evidences of teacher-centred learning and teacher-controlled learning in postmodernism paradigm and the realities in Indonesian efl perspectives which emphasizes on the main actors in learning and the power of learning. Yet, there is no absolute truth in terms of power in learning.

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Ludigo, Harriet, C. B. Mugimu, and A. M. Mugagga. "PEDAGOGICAL STRATEGIES AND ACADEMIC ACHIEVEMENT OF STUDENTS IN PUBLIC UNIVERSITIES IN UGANDA." Journal of Education and Practice 3, no. 1 (September 17, 2019): 81. http://dx.doi.org/10.47941/jep.314.

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Purpose: This study analysed the relationship between pedagogical strategies and academic achievement of students in public universities in Uganda. Specifically, the study analysed the relationship between student-centred, teacher-centred and teacher-student pedagogical strategies with academic achievement of students.Methodology: The study adopted a correlational design and data were collected using a questionnaire on a sample of 383. Quality control of data was ensured by carrying out Confirmatory Factor Analysis and calculating Cronbach’s alpha. Data analysis involved descriptive and inferential analyses.Findings: Regression results revealed that the student-centred strategy had a positive and significant influence on academic achievement of students but the teacher-centred and teacher-student interaction strategies did not. Therefore, the student-centred pedagogical strategy is essential for academic achievement of students, the teacher-centred pedagogical strategy is less affective teaching strategy for academic achievement of students and the teacher-student pedagogical strategy is not the most important teaching strategy for academic achievement of students.Contribution to policy, practice and policy: The study suggests that lecturers in the universities should prioritise the student-centred pedagogical strategy when teaching students, should give least priority to teacher-centred pedagogical strategy when teaching students, and should not over prioritise the teacher-student pedagogical strategy when carrying teaching of students.

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Torrisi-Steele, Geraldine. "Facilitating the Shift From Teacher Centred to Student Centred University Teaching." International Journal of Adult Education and Technology 11, no. 3 (July 2020): 22–35. http://dx.doi.org/10.4018/ijaet.2020070102.

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Design thinking is gaining momentum across the many fields of human endeavour, including education. Its use in education is predominantly to shape learning activities undertaken by students with the aim of nurturing the growth of desirable 21st century capabilities in students. There is relatively less attention given to the application of design thinking as a process for educators to engage in with the aim of developing curriculum and teaching practices that are characteristically student centred. In the present article, the author brings to the fore the suitability of design thinking as a process with the potential to further provoke the necessary shift in university teaching from teacher centred, instructive approaches towards the more desirable constructivist, and student centred approaches.

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O’Toole, Leah. "Student-centred teaching in Initial Teacher Education." International Journal for Cross-Disciplinary Subjects in Education 6, no. 1 (March 1, 2015): 2111–19. http://dx.doi.org/10.20533/ijcdse.2042.6364.2015.0293.

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Ismail, Annafatmawaty B. T., Sukanlaya Sawang, and Roxanne Zolin. "Entrepreneurship education pedagogy: teacher-student-centred paradox." Education + Training 60, no. 2 (February 12, 2018): 168–84. http://dx.doi.org/10.1108/et-07-2017-0106.

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Purpose The purpose of this paper is to answer the research question: “Do different pedagogies used in teaching entrepreneurship education influence individual skill development, which then in turn translates into a likelihood of entrepreneurial implementation intention?” Design/methodology/approach The number of total participants for the quasi-experiment was 308 undergraduate students in Malaysia, in which pre- and post-test (n=203) and control (n=105) groups are included. Students who enroled in the entrepreneurship course were randomly allocated into a class employing teacher-centred pedagogy or student-centred pedagogy. Learning outcomes are measured by objective and subjective measures. Findings Both pedagogical approaches had a positive effect on the development of the learning outcomes. However, the students who learned using the teacher-centred approach statistically developed a higher level of objective and subjective learning outcomes compared to the students who learned using the student-centred approach. The findings also suggest that the relationship between entrepreneurship education and entrepreneurial intention mediates by learned skills. Originality/value The quasi-experimental design greatly improves the ability to make accurate claims about the impact of entrepreneurial education on entrepreneurship-related outcomes. Further, the study uses the implementation intention strategy in measuring the entrepreneurial intention. Thus, the study strongly supports for the view that implementation intention improves predictive validity of the behavioural intention within the framework of theory of planned behaviour by setting out in advance when, where, and how the goal will be achieved.

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Nunan, D. "A client-centred approach to teacher development." ELT Journal 43, no. 2 (April 1, 1989): 111–18. http://dx.doi.org/10.1093/elt/43.2.111.

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Tudor, I. "Teacher roles in the learner-centred classroom." ELT Journal 47, no. 1 (January 1, 1993): 22–31. http://dx.doi.org/10.1093/elt/47.1.22.

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du Plessis, André. "STUDENT-TEACHERS’ PEDAGOGICAL BELIEFS: LEARNER-CENTRED OR TEACHER-CENTRED WHEN USING ICT IN THE SCIENCE CLASSROOM?" Journal of Baltic Science Education 15, no. 2 (April 25, 2016): 140–58. http://dx.doi.org/10.33225/jbse/16.15.140.

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This exploratory qualitative case study explored the pedagogical beliefs and classroom practice of four Post Graduate Certificate in Education (PGCE) students when they implement Information and Communication Technology (ICT) for teaching and learning, including what influences their beliefs. Data were gathered by means of a teacher belief system (TBS) tool, drawing prompts that led to individual interviews, an open-ended questionnaire, lesson plans and assessment feedback forms, short summaries of how they used the ICT resources and feedback from the method lecturer and an appointed mentor teacher. The findings suggest that there appears to be a mismatch between the participants’ espoused beliefs and enacted beliefs when using ICT at this point in time. The participating student-teachers used ICT tools predominately in teacher-centred ways, yet they indicated that they held learner-centred beliefs. At the same time, this does not imply that there were no learner-centred activities during their lessons. The data seems to suggest that their exposure to teacher-centred pedagogy while being learners at school, as well as their tertiary experience could have played a role in how they taught Science. It is therefore important that lecturers model constructivist learner-centred pedagogy to students and provide opportunities for students to plan and model such practice. Key words: habitus, ICT beliefs, learner-centred pedagogy, student-teacher beliefs, teacher-centred pedagogy.

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Ogun, Olufunmilola A., Timothy E. Nottidge, and Sue Roff. "Students’ perceptions of the learning environment in two Nigerian medical schools offering different curricula." Ghana Medical Journal 52, no. 3 (December 26, 2018): 116–21. http://dx.doi.org/10.4314/gmj.v52i3.2.

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Objective: Compare the results of administering the DREEM questionnaire in two Nigerian medical schools offering traditional and student-centred curricular respectively, to identify any differences in the learning environment and appreciate advantages of the more modern curriculum.Methods: A survey design was used. Data was analysed using the DREEM scoring rubric. The independent t-test was used to compare results. Setting: The DREEM questionnaire was administered to final year medical students at two participating centres. Participants: Final year students of a teacher-centred and a student-centred medical school. Results: There were 138 respondents – 50 (96.2% of the final year students) from the teacher centred school and 88 (59.1% of the final year students) from the student-centred school. The mean total DREEM score was 117+22.3 in the former and 119 +23.6 in the latter (p = 0.798). Mean age of students in the teacher centred school was 28 ± 5.28 years, while that of the student-centred school was 23 ± 1.83 years (p < 0.05). Conclusion: The mean total DREEM score proximity between the schools suggests that the younger students using a more student-centred curriculum have less of an appreciation of their improved learning environment than is expected. Thus, the hidden curriculum could be lagging behind the written one. The older students in the teacher centred environment have a more mature appreciation of their learning climate. Funding: Personal sourcesKeywords: medical education, Nigeria, curriculum, DREEM

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Päuler-Kuppinger, Lena, and Regina Jucks. "Perspectives on teaching: Conceptions of teaching and epistemological beliefs of university academics and students in different domains." Active Learning in Higher Education 18, no. 1 (March 2017): 63–76. http://dx.doi.org/10.1177/1469787417693507.

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This study examines how academics and students from different disciplines perceive teaching and knowledge acquisition. University academics and students from both hard and soft disciplines completed the Domain-specific Epistemological Beliefs Questionnaire and the Approaches to Teaching Inventory. Results showed that academics held more student-/learning-centred and less teacher-/content-centred conceptions about teaching than students. Furthermore, prior findings on different beliefs about knowledge and teaching in different academic domains were confirmed for the entire sample. Finally, less sophisticated epistemological beliefs were associated positively with an information-transmission/teacher-centred and negatively with a student-/learning-centred view of good teaching. The findings are discussed against the background of effective teaching and the professionalization of university academics.

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Di Felice, Paolino. "Teaching geographical databases at the engineering master level: learner-centred approach vs. teacher-centred approach." European Journal of Engineering Education 43, no. 5 (January 3, 2018): 757–70. http://dx.doi.org/10.1080/03043797.2017.1421904.

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Al-Balushi, Sulaiman M., Abdullah K. Ambusaidi, Khadija A. Al-Balushi, Fatema H. Al-Hajri, and Mohammed S. Al-Sinani. "Student-centred and teacher-centred science classrooms as visualized by science teachers and their supervisors." Teaching and Teacher Education 89 (March 2020): 103014. http://dx.doi.org/10.1016/j.tate.2019.103014.

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Smail, Amy. "Rediscovering the teacher within Indian child-centred pedagogy: implications for the global Child-Centred Approach." Compare: A Journal of Comparative and International Education 44, no. 4 (August 2013): 613–33. http://dx.doi.org/10.1080/03057925.2013.817225.

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Sudiran, Sudiran, and Flávia Vieira. "Learner-Centred Materials Development in Initial Language Teacher Education." IOSR Journal of Research & Method in Education (IOSRJRME) 07, no. 02 (February 2017): 70–79. http://dx.doi.org/10.9790/7388-0702037079.

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Kimber, Kay, Hitendra Pillay, and Cameron Richards. "Reclaiming Teacher Agency in a Student-Centred Digital World." Asia-Pacific Journal of Teacher Education 30, no. 2 (July 2002): 155–67. http://dx.doi.org/10.1080/13598660220135667.

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Randler, Christoph, and Madeleine Hulde. "Hands‐on versus teacher‐centred experiments in soil ecology." Research in Science & Technological Education 25, no. 3 (September 20, 2007): 329–38. http://dx.doi.org/10.1080/02635140701535091.

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Lally, Vic, Stephen Knutton, Mark Windale, and Jenny Henderson. "A Collaborative Teacher‐centred Model of In‐service Education." Educational Review 44, no. 2 (January 1992): 111–26. http://dx.doi.org/10.1080/0013191920440201.

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Smit, Karin, Cornelis J. de Brabander, and Rob L. Martens. "Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation." Scandinavian Journal of Educational Research 58, no. 6 (August 24, 2013): 695–712. http://dx.doi.org/10.1080/00313831.2013.821090.

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Eriksen, Elisabeth Almaz Berger. "A Child-Centred Discourse in Zambian Kindergartens?" Nordic Journal of Comparative and International Education (NJCIE) 5, no. 1 (April 12, 2021): 34–49. http://dx.doi.org/10.7577/njcie.4148.

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This article aims to identify and discuss the existence and strengthening of a child-centred teaching discourse in Zambian kindergartens. The article is based on the understanding that the teacher-directed approach to teaching is a historically based hegemonic discourse within Zambian kindergartens. This means that the teacher-directed teaching discourse dominates thinking in many ways and is translated into institutional arrangements (Hajer, 1995, in Svarstad, 2005, p. 243). Several studies have pointed to the challenges posed by the teacher-directed teaching discourse in kindergartens in Sub-Saharan Africa as a hindrance of pedagogical quality in such institutions, pointing to a child-centred teaching discourse as an important path towards development (EFA, 2015, p. 208, Temba, 2014, p. 110; Mwaura et al., 2008; 2011). This article includes a positive discourse analysis of the Zambian Education Curriculum Framework[1] and a small-scale qualitative study, based on observations from four classrooms in four kindergartens in the Copperbelt province of Zambia. The article focuses on conducting a positive discourse analysis of the elements of child-centred teaching discourse observed in one of the four classrooms. The findings point to the existence of a child-centred teaching discourse in the Zambian Education Curriculum Framework. However, only one of the four Zambian kindergarten teachers seemed to implement teaching practices that could be identified as a child-centred teaching discourse. he elements of a child-centred teaching discourse identified through the positive discourse analysis were: the kindergarten teachers’ professional decisions, good interaction with children, use of a variety of materials, and children’s participation. The findings are discussed in light of the Zambian Education Curriculum Framework as well as theoretical perspectives on child-centred teaching discourse, argumentation theory and children’s right to participation. Finally, the article includes a critical discussion of how the findings may strengthen a child-centred teaching discourse in Zambian kindergartens.

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Stockwell, Glenn. "Online Approaches to Learning Vocabulary." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 1 (January 2011): 33–44. http://dx.doi.org/10.4018/ijcallt.2011010103.

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Examples of learning vocabulary through the computer are appearing with increasing regularity in the recent CALL literature. Much of this learning, however, tends to be teacher-centred in that learners often rely on teachers to select the vocabulary items that they are to study. In the current study, pre-intermediate learners of English studying at a university in Japan were divided into two groups: a teacher-centred (TC) group where the learners were provided with online vocabulary learning activities composed of items selected by the teacher and a learner-centred (LC) group where the learners were required to compile their own vocabulary lists which were then entered by the learners themselves into a specially designed online system that would then create the vocabulary learning activities from these items. Data were collected in the form of pre- and post-testing of vocabulary items that appeared in the teaching materials and through questionnaires regarding their perceptions of the system.

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Davis, Ernest Kofi, Christopher Beccles, and Etheldreda Intsiful. "Primary and junior high school mathematics and science teachers’ views on teaching in the Cape Coast Metropolis of Ghana." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (August 9, 2019): 17–34. http://dx.doi.org/10.4314/ajesms.v15i2.2.

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This paper draws on conceptualization of pupil-centred and teacher-centred methods to explore the views of primary school and junior high school (JHS) mathematics and science teachers on teaching. The purpose of the study was to ascertain whether the views of these teachers place the pupils at the centre of the teaching and learning process. The research participants were selected from all the six circuits in the Cape Coast Metropolis using stratified random sampling procedure. Questionnaires were administered and responded to by 157 primary and JHS mathematics and science teachers in the Cape Coast Metropolis of Ghana. The data collected were analysed using both quantitative and qualitative data analysis methods. The findings from the study showed among others that the participants’ views about teaching were predominantly teacher-centred. Implications of the findings for mathematics and science teacher education particularly and research in mathematics and science education in Ghana generally are provided.

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Garrett, Peter, and Terry Shortall. "Learners’ evaluations of teacher-fronted and student-centred classroom activities." Language Teaching Research 6, no. 1 (January 2002): 25–57. http://dx.doi.org/10.1191/1362168802lr096oa.

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Cho, Moon-Heum, and Gail Rathbun. "Implementing teacher-centred online teacher professional development (oTPD) programme in higher education: a case study." Innovations in Education and Teaching International 50, no. 2 (May 2013): 144–56. http://dx.doi.org/10.1080/14703297.2012.760868.

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Bature, Iliya Joseph. "The Mathematics Teachers Shift from the Traditional Teacher-Centred Classroom to a More Constructivist Student-Centred Epistemology." OALib 07, no. 05 (2020): 1–26. http://dx.doi.org/10.4236/oalib.1106389.

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Inna, Synevych. "Structure and content of quasi-professional experience." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 2 (127) (August 29, 2019): 53–60. http://dx.doi.org/10.24195/2617-6688-2019-2-8.

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The content of quasi-professional activity of future teachers of Musical Arts has been disclosed. It has been determined that students’ formation of quasi-professional activity through their quasi-professional activity within the educational process provides the modelling of situations where future specialists can practice in successful implementation of educational functions of the teacher on the basis of gained knowledge and experience. It has been noted that the process of quasi-professional experience formation also contributes to the growth of the creative and cognitive activities, stability of students’ professional motivation providing the development of their positive, value-centre attitudes towards the profession of the Music teacher. The structure of the quasi-professional experience of the future teachers of Musical Arts has been disclosed, the main structure components have been determined, in particular, professional and reflexive, activity-centred and creative, value-centred and motivational, emotional and interpretive. The detailed analysis of each structure component has been carried out. It has been emphasized that the formation of the professional-and-reflexive component of the quasi-professional experience provides influence on the motivational value-centred, intellectual, activity-centred spheres as well as on the improvement of professional skills of the future teachers of Musical Arts. The activity-centred and creative components aimed at obtaining knowledge, practical experience of the musical-and-creative, vocational and pedagogical activities by the students as well as developing of their own proficiency have been considered. The value-centred and motivational components which determine vectors of value orientations, stable motivational sphere, provide increased learning efficiency of the future teachers-musicians, activate the need in professional self-realization have been characterized. It has been proved that the emotional and interpretive components are significant components of the quasi-professional experience which enable the students to master professional skills and develop their personal qualities that determine emotional and personal styles as well as to form an image of the Musical Arts teacher, artistry, musical interpretation that substantially influence their further professional activity. Keywords: experience, structure, quasi-professional experience, future teacher of Musical Arts.

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Mugizi, Wilson, Joseph Rwothumio, and John Kanyesigye. "Teacher-centred pedagogical approach and student engagement at a private university in Western Uganda." Journal of Educational Research and Reviews 8, no. 8 (October 13, 2020): 128–37. http://dx.doi.org/10.33495/jerr_v8i8.20.154.

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This study investigated the relationship between the teacher-centred pedagogical approach and student engagement at a private university in south western Uganda. The teacher-centred approach was conceived in terms of immediate feedback, continuous practice and reinforcement. On the other hand, student engagement was conceptualised in terms of behavioural, affective, cognitive and agentic engagements. The study adopted the cross-sectional research design on a sample of 264 undergraduate students. Data were collected using a self-administered questionnaire and were analysed quantitatively. Descriptive analysis indicated that students rated high in their levels of engagement and lecturers’ use of reinforcement. However, offering of immediate feedback to students and carrying out of continuous practice were rated moderate. Regression analysis revealed that reinforcement positively and significantly predicted student engagement. However, immediate feedback and continuous practice positively but insignificantly predicted student engagement. It was concluded that while immediate feedback and continuous practice are not the most essential teacher-centred pedagogical practices for promoting student engagement, reinforcement is very imperative. Therefore, it is recommended that lecturers in universities should ensure effective use of reinforcement while teaching.

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Kiss, Tamas. "SCHOOL-BASED TEACHER LEARNING: A REFLECTIVE APPROACH." Journal of Nusantara Studies (JONUS) 1, no. 2 (December 31, 2016): 50. http://dx.doi.org/10.24200/jonus.vol1iss2pp50-62.

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Professional development is an important issue for every teacher. The recent trends in education favour teacher-centred, participant initiated and managed, school-based teacher development programmes, for example action research, lesson study, communities of practice, etc. Although there is no doubt that such initiatives offer ample learning opportunities for practitioners, it is important that higher level school or institutional development strategies be also considered, besides teachers’ individual learning agendas. This paper argues that it is possible to merge the needs of both individual practitioners and schools through a reflective, school-based developmental programme which is organised and supported by the school administration for the benefit of all involved. Being conceptual, the paper outlines a model for such a professional development course and discusses the principles it should be based on, its knowledge base, including possible content areas, skills, and learning processes. This paper may initiate professional discussion and further our knowledge of teacher development. Keywords: Developmental strategies, individual practitioner, school administration, teacher-centred, teacher professional developmentCite as: Kiss, T. (2016). School-based teacher learning: A reflective approach. Journal of Nusantara Studies, 1(2), 50-62.

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McIntyre, Nora A., Kees Tim Mulder, and M. Tim Mainhard. "Looking to relate: teacher gaze and culture in student-rated teacher interpersonal behaviour." Social Psychology of Education 23, no. 2 (January 7, 2020): 411–31. http://dx.doi.org/10.1007/s11218-019-09541-2.

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AbstractMobile eye-tracking was used to investigate the link between teacher gaze and student-rated teacher interpersonal behaviour. Teacher gaze was recorded for 10 min during a teacher-centred part of a naturally occurring lesson. The Questionnaire on Teacher Interaction was then administered to assess how UK students evaluated their teacher interpersonally in that lesson. Teachers conveyed greater dominance (or interpersonal agency) through increasing eye contact while asking questions (‘attentional gaze’). Teachers conveyed more interpersonal friendliness (or communion) through increasing eye contact while lecturing (‘communicative gaze’). Culture did not affect the way gaze was associated with students’ interpersonal perceptions.

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Bullock, K. M., and W. A. H. Scott. "Partnerships in Teacher Education: a response toThe Business Partnership in School‐based/‐centred Initial Teacher Training." Vocational Aspect of Education 47, no. 2 (January 1995): 165–76. http://dx.doi.org/10.1080/0305787950470205.

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OLIVER, KIMBERLY L., and HEATHER A. OESTERREICH. "Student-centred inquiryascurriculum as a model for field-based teacher education." Journal of Curriculum Studies 45, no. 3 (June 2013): 394–417. http://dx.doi.org/10.1080/00220272.2012.719550.

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Smeets, Ed, and Ton Mooij. "Pupil‐centred learning, ICT, and teacher behaviour: observations in educational practice." British Journal of Educational Technology 32, no. 4 (September 2001): 403–17. http://dx.doi.org/10.1111/1467-8535.00210.

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Hughes, Kathleen, Amanda Bullock, and Robert J. Coplan. "A person-centred analysis of teacher-child relationships in early childhood." British Journal of Educational Psychology 84, no. 2 (September 30, 2013): 253–67. http://dx.doi.org/10.1111/bjep.12029.

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Obilişteanu, Georgeta, and Brânduşa-Oana Niculescu. "Teacher Control In The Second Language Classes." International conference KNOWLEDGE-BASED ORGANIZATION 21, no. 2 (June 1, 2015): 618–23. http://dx.doi.org/10.1515/kbo-2015-0105.

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Abstract An important aspect taken into consideration in making the distinction between the traditional and the modern methodologies used in teaching a second language is related to the control exercised by the teacher in managing the foreign language environment. The traditional methodology is largely teacher-centred, with the teacher playing a very dominant role as the organizer and the controller of all classroom activities, as well as the evaluator of the learners’ performance. The modern methodology is learner-centred, allowing students to take centre stage and get a hands-on practical experience of using the language for communicative purposes. Nevertheless, this distinction should not lead to the diminishing of the teacher’s power and authority since making the shift from the teacher as total controller of all that happens in the class to mediator/facilitator supposes a multitude of roles that he/she has to assume within the classroom. The efficiency of a foreign language teacher can be determined by the level of development of the language competences as mirrored in the learners’ listening, reading, writing and speaking skills. The necessity and importance of classroom teaching control must be emphasized, as well as the roles a teacher plays in achieving the objectives proposed for each lesson.

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Bellibaş, Mehmet Şükrü, Sedat Gümüş, and Ali Çağatay Kılınç. "Principals supporting teacher leadership: The effects of learning‐centred leadership on teacher leadership practices with the mediating role of teacher agency." European Journal of Education 55, no. 2 (April 8, 2020): 200–216. http://dx.doi.org/10.1111/ejed.12387.

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Vieira, Flávia. "Pedagogy of Experience in Teacher Education for Learner and Teacher Autonomy." Profile: Issues in Teachers´ Professional Development 22, no. 1 (January 1, 2020): 143–58. http://dx.doi.org/10.15446/profile.v22n1.78079.

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Language teacher education programmes can promote autonomy-oriented change when they are based on a transformative rationale regarding learner and teacher development. This involves adopting an experience-based approach whereby dominant ideas and practices are problematized and opportunities are provided for teachers to learn about, experience, and inquire into autonomy-oriented language teaching practices. A proposal based on the analysis and construction of cases in post-graduate teacher education is presented, in which teachers analyse and design autonomy-oriented action research experiences and produce narratives of inquiry. Six teacher narratives are analysed, showing that experience-based teacher education may enhance teachers’ agency to challenge mainstream practices and explore learner-centred teaching, thus developing professional autonomy in seeking to promote learner autonomy.

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Torrisi-Steele, Geraldine. "The Human Student." International Journal of Adult Vocational Education and Technology 9, no. 2 (April 2018): 1–10. http://dx.doi.org/10.4018/ijavet.2018040101.

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Higher education institutions are investing significant effort into the improvement of student success, retention and satisfaction. Some effort is being expended in research seeking to understand influencing factors, but the majority of effort is directed towards improving teaching quality. Effort to improve teaching quality is characterised by professional development initiatives, the general aim being to facilitate the shift away from traditional teacher-centred approaches, towards student-centred approaches. Though these initiatives are useful there exists an omission (or at the very least an area of severe-under-emphasis) within the discourse surrounding teaching quality in higher education – explicit attention to the teacher-student connection. The premise of the present article is that to make greater inroads into bettering student experiences and outcomes, the teacher-student connection, along with the humanist perspective in which it is embedded, is integral to the quality teaching practice in higher education.

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Jackson, Amy. "Centre stage." Nursery World 2019, no. 9 (April 29, 2019): 28–30. http://dx.doi.org/10.12968/nuwa.2019.9.28.

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Teppo, Moonika, Regina Soobard, and Miia Rannikmäe. "GRADE 6 & 9 STUDENT AND TEACHER PERCEPTIONS OF TEACHING AND LEARNING APPROACHES IN RELATION TO STUDENT PERCEIVED INTEREST/ENJOYMENT TOWARDS SCIENCE LEARNING." Journal of Baltic Science Education 20, no. 1 (February 5, 2021): 119–33. http://dx.doi.org/10.33225/jbse/21.20.119.

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Student perceptions of science teaching could be expected to differ in grade 6 compared with teaching in grade 9, as could student interest in science learning. To compare Estonian grades 6 and 9, lower secondary school student and science teacher perceptions of teaching/learning approaches as well as student perceived interests/enjoyment on science learning, an instrument was developed taken into account 18 different teaching approaches that could take place in science lessons. An analytical, exploratory structural equation modelling (ESEM) approach supported 4-factor models differentiating between teacher-centred and constructivist approaches for both teachers and students, each having acceptable model fits. Based on outcomes, a regression model was developed associating student interest to learn science with the frequency of teaching and learning approaches explored. Results indicated that approaches associated with teacher-centred approaches were those most frequently undertaken in science classes when compared with those seen as social constructivist and student-centred, both among science teachers and students. Regression analysis showed that there was a relationship between student interest/enjoyment towards science subjects and the frequency, in which different teaching and learning approaches took place in the classroom. Keywords: exploratory structural equation modelling, regression analysis, social constructivism, student interest/enjoyment, teaching-learning approaches

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Bergström, Peter. "Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship." International Review of Research in Open and Distributed Learning 11, no. 2 (May 27, 2010): 33. http://dx.doi.org/10.19173/irrodl.v11i2.816.

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This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers’ role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a student-teacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students’ beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers’ role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.

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Musdiani. "MINIMIZING TRADITIONAL APPROACH IN INDONESIAN EDUCATION." Visipena Journal 4, no. 1 (June 30, 2013): 1–6. http://dx.doi.org/10.46244/visipena.v4i1.114.

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This essay discusses the traditional approach in Indonesian education from different angle; cause and effect perspective. A traditional teaching approach employs a didactic flow of knowledge from the teacher, as a sage, to the student as a receptacle (Richmond, 2007) which more emphasizes the mastery of concept, with less stress on skills improvement. The common system of traditional education is teacher centred where the teacher focuses on delivering information about some contents (Liang, 2004). Teacher-centred class instruction and rote learning are deeply embedded; this type of instruction has become a part in the Indonesian school culture and unofficial standard of practice for years (USAID 2008; Bjork 2005). Shallow level of meaning found in school science (Aikenhead 2000). There are several explanations related to these problem; the institutional culture, the Indonesian school cultures; standardized and highly centralized examinations, and less emphasize on improving their teaching ability. Due to these causes, this paper proposes 4 solutions as follows; first, detaching the teachers from their dependence on and deference to the policies and regulations of the central government’s education authorities, Second, finding other methods of teacher recruitment, third, empowering the teachers: enriching pedagogical knowledge-lesson study/action research, and prosperity, last, providing a fair system which is emphasized on teaching Standard for standardized test.

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Vass, Eva, and Gabriella Deszpot. "Introducing experience-centred approaches in music teacher education—Opportunities for pedagogic metamorphosis." Thinking Skills and Creativity 23 (March 2017): 1–16. http://dx.doi.org/10.1016/j.tsc.2016.11.003.

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Anderson, Lesley. "School‐centred initial teacher training: a difference of emphasis rather than degree?" Mentoring & Tutoring: Partnership in Learning 2, no. 2 (June 1994): 19–24. http://dx.doi.org/10.1080/0968465940020203.

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Owen, Martin. "A Teacher‐centred Model of Development in the Educational Use of Computers." Journal of Information Technology for Teacher Education 1, no. 1 (January 1992): 127–37. http://dx.doi.org/10.1080/0962029920010109.

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Tunjera, Nyarai, and Agnes Chigona. "Teacher Educators' Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation." International Journal of Information and Communication Technology Education 16, no. 3 (July 2020): 126–40. http://dx.doi.org/10.4018/ijicte.2020070110.

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The study examined how teacher educators are appropriating technological, pedagogical, and content knowledge (TPACK) and substitution, augmentation, modification, redefinition (SAMR) frameworks in their pre-service teacher preparation programmes. To ensure rigor, quality, and preparedness of pre-service teachers, there is a need to articulate expectations around effective use of these frameworks together with contemporary teaching and learning theories at the pre-service teacher preparation level. One-on-one in-depth interviews and participant observations were conducted with eight (8) teacher educators. The findings revealed that teacher educators are appropriating technology in ways harmonious with their prevalent traditional teacher-centred teaching strategies at enhancement levels. The researchers recommend the adoption of technology integration frameworks and teaching and learning theory at policy making levels in pre-service teacher training institutions.

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Acat, Bahaddin, and İsmail Dönmez. "To compare student centred education and teacher centred education in primary science and technology lesson in terms of learning environments." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1805–9. http://dx.doi.org/10.1016/j.sbspro.2009.01.320.

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Journal articles on the topic 'Teacher-centred'

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