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Artículos de revistas sobre el tema "Student-centred teaching"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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1

Bailey, Patrick D. "Should 'teacher centred teaching' replace 'student centred learning'?" Chem. Educ. Res. Pract. 9, n.º 1 (2008): 70–74. http://dx.doi.org/10.1039/b801308j.

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Ganeshan, Kathiravelu, Marianne Cherrington y Nemanja Vukikjevikj. "Experiential Student-Centred Learning and Teaching". Rere Āwhio - The Journal of Applied Research and Practice, n.º 1 (2021): 22–33. http://dx.doi.org/10.34074/rere.00103.

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Student-centred learning and teaching (SCLT) is gaining interest internationally in tertiary education institutions. SCLT is an indicator of quality assessment in higher education, and scholars and educators are seeking ways to implement SCLT to boost engagement, participation, agency, and confidence in students. This paper considers some of the practical benefits of SCLT and discusses a unique inter-departmental experiential project, used to augment assessment in an international tertiary campus. Working through stops and starts with conversations and agile pivots presented many perspectives on experiential SCLT approaches. Evidence is mounting that active student learning practices facilitate more meaningful or deeper learning, that is retained longer. The novel contribution of this paper is the experiential link with SCLT paradigms used with diverse, agile student-led teams. With planning and perseverance, exceptional real-life learning can be achieved. Moreover, the underlying capabilities that are developed, support students to be highly employable graduates.
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French, Sally. "Teaching Methods: 3. Student Centred Learning". Physiotherapy 75, n.º 11 (noviembre de 1989): 678–80. http://dx.doi.org/10.1016/s0031-9406(10)62402-9.

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Hobson, Julia y Angus Morrison-Saunders. "Reframing teaching relationships: from student-centred to subject-centred learning". Teaching in Higher Education 18, n.º 7 (octubre de 2013): 773–83. http://dx.doi.org/10.1080/13562517.2013.836095.

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O’Toole, Leah. "Student-centred teaching in Initial Teacher Education". International Journal for Cross-Disciplinary Subjects in Education 6, n.º 1 (1 de marzo de 2015): 2111–19. http://dx.doi.org/10.20533/ijcdse.2042.6364.2015.0293.

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Ludigo, Harriet, C. B. Mugimu y A. M. Mugagga. "PEDAGOGICAL STRATEGIES AND ACADEMIC ACHIEVEMENT OF STUDENTS IN PUBLIC UNIVERSITIES IN UGANDA". Journal of Education and Practice 3, n.º 1 (17 de septiembre de 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, n.º 3 (julio de 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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Akhter, Nasrin, Muhammad Naseer Ud Din y Abdul Majeed Khan. "The Mathematics Elementary School Teachers’ Perceptions of the Student-Centered Approaches and Professional Learning Experiences". Global Social Sciences Review III, n.º IV (30 de diciembre de 2018): 87–101. http://dx.doi.org/10.31703/gssr.2018(iii-iv).06.

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This research explores the perceptions’ of mathematics teachers who are teaching in Pakistani schools at secondary level. The study aimed to explore the elementary school teachers’ perceptions about student-centred approaches, and their difficulties facing in using these approaches. The study uses a methodology of questionnaire and interview to gather data from mathematics teachers at secondary level. The results of this study indicate that the most mathematics teachers were positive about the role and importance of student-centred approaches in their mathematics. The majority of teachers appreciated their role as a facilitator of the learning process using student-centred approaches Moreover, the majority of teachers reported that continued practice in teaching mathematics courses and/or teaching method courses had contributed to their developing a fair understanding of teaching mathematics. The teachers responded positively regarding the role of student-centred approaches to enhance the procedural understanding of students in mathematics. Most of the findings supported student-centred approaches positively. Finally, the recommendations concerning the importance of student-centred approaches in mathematics, the arrangement of resources, and teachers’ professional development are presented for the attention of teachers, administration and curriculum developers.
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Ali Almanna y Hashim Lazim. "Towards a Student-centred Approach to Translation Teaching". Cross-Cultural Studies 36, n.º ll (septiembre de 2014): 241–70. http://dx.doi.org/10.21049/ccs.2014.36..241.

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Clarke, Janice. "Student centred teaching methods in a Chinese setting". Nurse Education Today 30, n.º 1 (enero de 2010): 15–19. http://dx.doi.org/10.1016/j.nedt.2009.05.009.

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Eriksson, Göta. "Toward a student-centred process of teaching arithmetic". Journal of Mathematical Behavior 30, n.º 1 (marzo de 2011): 62–79. http://dx.doi.org/10.1016/j.jmathb.2010.11.003.

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Päuler-Kuppinger, Lena y 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, n.º 1 (marzo de 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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Cabellos, Beatriz, María del Puy Pérez Echeverría y Juan Ignacio Pozo. "The Use of Digital Resources in Teaching during the Pandemic: What Type of Learning Have They Promoted?" Education Sciences 13, n.º 1 (4 de enero de 2023): 58. http://dx.doi.org/10.3390/educsci13010058.

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The COVID-19 pandemic induced an accelerated transition to digital teaching in all countries. We ask ourselves whether this massive use of digital resources promoted student−centred, dialogical, and multimodal teaching, as shown in some experimental studies, or whether, on the contrary, these resources were used only as a substitute for the teacher’s voice, maintaining content-centred teaching. We analysed 269 activities carried out during the lockdown by teachers in Spain through the System of Analysis of Teaching Activities. This analysis system considered the resources used and the learning they promoted within activities. In general, the activities were content-centred independently of the resource used. However, in a few cases, activities were student−centred. The greatest systematic difference between the two types of activities was related to who managed these resources. Only when the student managed the digital resources were the activities student-centred. Conversely, when the tasks were content-centred, teachers managed the resources. These results indicate the need to achieve proven ICT integration in education, which in turn requires a boost in teacher training aimed at both familiarising teachers with the use of digital resources and, above all, promoting a change in teachers’ conceptions about their use.
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Sulaiman, Noor Adwa, Suhaily Shahimi y Zarina Zakaria. "Student-centred, lecturer-centred, and hybrid teaching methods: Impacts on accounting students' technical and soft skills". Asian Journal of Accounting Perspectives 14, n.º 2 (30 de agosto de 2021): 67–92. http://dx.doi.org/10.22452/ajap.vol14no2.4.

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Research aim: This study examines the impacts of teaching methods: student-centred, lecture-centred, and hybrid (lecture-student) on technical and soft skills of accounting students. Design/ Methodology/ Approach: The impacts are assessed via a structural modelling procedure using Smart PLS based on survey data gathered from accounting students in one public university in Malaysia. Research findings: Results show the lecturer-centred method impacting the students’ technical skills, and the hybrid method impacting students’ technical and soft skills. It is evident from the analysis that there is minimal impact of the student-centred teaching method on technical and soft skills and of the lecturer-centred teaching method on soft skills of the accounting students. The results suggest that the hybrid teaching method is the most effective teaching method in enhancing accounting students’ technical and soft skills. Practitioner/ Policy implication: This research could assist universities and policymakers to formulate relevant teaching strategies and approaches to enhance accounting students’ competency. Limitation/ Implication: The findings in this study is revisiting and revising the current teaching methods is necessary to prepare future accountants for a career in accounting.
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Barraket, Jo. "Teaching Research Method Using a Student-Centred Approach? Critical Reflections on Practice". Journal of University Teaching and Learning Practice 2, n.º 2 (1 de abril de 2005): 17–27. http://dx.doi.org/10.53761/1.2.2.3.

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This article presents a reflective case study analysis of an attempt to enhance student learning through the introduction of student-centred teaching methods in a masters-level social research methods subject. The introduction of a range of specific techniques, including case study teaching, problem based learning, groupwork, role-play and simulation, is reflected upon. The article concludes that the re-orientation of the curriculum toward student-centredness in this case had a positive effect on student performance, learning experience and subject evaluation. In particular, the use of student-centred techniques facilitated a strong social context for learning, and provided students with a common experiential framework from which to explore the technical aspects of the curriculum. However, the analysis also found that students continued to place value on more formal teaching methods, and that the value of student-centred techniques in this case rested in the way in which they were integrated with more didactic teaching practice.
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Teppo, Moonika, Regina Soobard y 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, n.º 1 (5 de febrero de 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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Evans, Hyacinth. "Implementing Student-Centred Teaching on a School Wide Basis". Educational Practice and Theory 24, n.º 1 (1 de enero de 2002): 23–38. http://dx.doi.org/10.7459/ept/24.1.03.

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COLES, C. R. y J. M. TOMLINSON. "Teaching student-centred educational approaches to general practice teachers". Medical Education 28, n.º 3 (mayo de 1994): 234–38. http://dx.doi.org/10.1111/j.1365-2923.1994.tb02704.x.

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Jamkar, Arun, Viswanth Yemul y Gurpreet Singh. "Integrated teaching programme with student-centred case-based learning". Medical Education 40, n.º 5 (mayo de 2006): 466–67. http://dx.doi.org/10.1111/j.1365-2929.2006.02438.x.

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Torrisi-Steele, Geraldine. "The Human Student". International Journal of Adult Vocational Education and Technology 9, n.º 2 (abril de 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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Han, Yijia y Lin Luo. "Research on the “Three Movements, Two Steps, Three Dimensions” online and offline hybrid teaching model--The Principles of Management as an example". E3S Web of Conferences 251 (2021): 03081. http://dx.doi.org/10.1051/e3sconf/202125103081.

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In the current social context, information technology and education teaching are deeply integrated, classroom teaching is gradually changing from “teacher-centred” to “student-centred”, and the traditional teaching mode is gradually changing to the online and offline hybrid teaching mode. In this paper, we analyse the limitations of traditional teaching methods and propose a hybrid online and offline teaching model based on the Principles of Management. This model combines online and offline teaching, changes the roles of teachers and students, promotes teaching with learning, and enhances interaction in the teaching process, creates an immersive classroom atmosphere, enhances students’ sense of access, realises the leap from Bloom’s first-order understanding to higher-order understanding through human-computer interaction, teacher-student interaction and student-student interaction, and cultivates students’ structured thinking, critical thinking and innovative thinking.
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Sultana, Carl-Mario. "Religious Education in Transition: From Content-Centred to Student-Centred". Religions 13, n.º 10 (19 de octubre de 2022): 986. http://dx.doi.org/10.3390/rel13100986.

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Catholic Religious Education as a subject in school curricula is an area in which the need for change is constantly felt. This change is driven by the paradigm shift in anthropology brought about by Vatican Council II, which sought to put the human being at the centre. Notwithstanding this shift proposed more than 50 years ago, we are still struggling to handle and implement this change. In practice, this calls for a re-evaluation of the traditional doctrinal methods, which have been associated with teaching Religious Education in the past and seeking to adopt new methods which are more anthropological and depart from where the human being actually stands and seek to answer the existential questions which contemporary human beings pose. The point of departure for such a vision is the etymological meaning of the term ‘education’ from the Latin root educere. In practical terms, such a shift from a content-centred to a more student-centred approach entails adopting a constructivist approach and putting into practice the principles of what is referred to as ‘Adaptive Religious Education’, which seeks to educate children in all the six dimensions of the human being simultaneously in a holistic way.
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Al-khresheh, Mohammad. "Teachers’ Perceptions of Promoting Student-Centred Learning Environment: An Exploratory Study of Teachers’ Behaviours in the Saudi EFL Context". Journal of Language and Education 8, n.º 3 (30 de septiembre de 2022): 23–39. http://dx.doi.org/10.17323/jle.2022.11917.

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Background. Although the constructivist and humanistic theories advocate for a more student-centred learning approach, the contemporary practice of English teachers is more oriented towards the behavioural approach in the Saudi EFL context. Purpose. This study aimed to explore teachers’ perceptions of promoting student-centred learning in the Saudi EFL context. It initially amplifies elements of effective student-centred EFL teaching and merges the elements with teachers’ behaviours, resulting in four measurable categories: assessment strategy, communicative approach to learning, teachers’ qualifications, and group activities in teaching EFL. Methods. Following the quantitative approach, a questionnaire on teachers’ observable behaviours, comprising 47 items and categorised under four constructs, with a three-point Likert scale, was carried out on a group of 302 English teachers. The instrument was devised through an online survey. To analyse data, descriptive and inferential statistical analysis was used. Exploratory factor analysis was performed to validate the study’s instrument. Results. The interpretation of data primarily showed teachers’ self-reported practices were more oriented toward a teacher-centred approach, specifically in teaching grammar. Other findings showed teachers’ positive attitude towards student-centred learning in lesson preparation, using ICT to prepare interactive teaching materials and giving constructive feedback. Teachers had a mediocre attitude towards their professional qualifications, indicating that the teachers might need more effective English language training workshops based on their needs. Additional data also proved that there was no significant difference in teachers’ perception in terms of their gender, location and status of the school, and classroom size. Implications. This study provides an overview of the teachers’ position on integrating student-centred learning in their English classroom and thus accentuates the need for potential opportunities for the teachers’ professional development and demands less content overload so that the teachers can ample their teaching process appropriately.
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Giannikas, Christina Nicole. "The Benefits of Management and Organisation: A Case Study in Young Language Learners’ Classrooms". Center for Educational Policy Studies Journal 3, n.º 3 (30 de septiembre de 2013): 87–104. http://dx.doi.org/10.26529/cepsj.233.

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This study focuses on primary language education within a Greek region: specifically, on the positive effects of classroom management and organisation on a student-centred approach of teaching. In the case of the Greek education system, language teachers are encouraged to adopt student-centred approaches in their classroom but have not received any guidance on how to do so. Language educators are reluctant to abandon their teacher-centred ways, because they have not been trained to apply classroom management and organisation techniques that could support a student-centred environment.
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Meadows, Ken N., Karyn C. Olsen, Nanda Dimitrov y Debra L. Dawson. "Evaluating the Differential Impact of Teaching Assistant Training Programs on International Graduate Student Teaching". Canadian Journal of Higher Education 45, n.º 3 (31 de diciembre de 2015): 34–55. http://dx.doi.org/10.47678/cjhe.v45i3.187557.

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In this study, we compared the effects of a traditional teaching assistant (TA) training program to those of a specialized program, with a substantial intercultural component, for international graduate students. We expected both programs to result in an increase in international graduate students’ teaching self-efficacy, observed teaching effectiveness, and adoption of student-centred approaches to teaching, and we anticipated a greater degree of change for the participants in the specialized program. We found the expected increases for graduate students in both programs, with a larger increase in observed teaching effectiveness for students in the specialized program. We discuss the implications of tailoring TA training programs for international graduate students and of providing time and learning activities for the development of student-centred teaching and reflective practice.
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Akkus, Huseyin. "PRE-SERVICE SECONDARY SCIENCE TEACHERS’ IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS". Journal of Baltic Science Education 12, n.º 2 (25 de abril de 2013): 249–60. http://dx.doi.org/10.33225/jbse/13.12.249.

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The purpose of this study is to explore pre-service secondary science teachers’ images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers’ images is 24.62% student-centred, 53.85% between student and teacher-centred, and 21.4% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers. Key words: DASTT-C, pre-service science teacher, secondary science education.
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Brough, Chris. "Transitioning from talking democratically, to thinking democratically and acting democratically: Exploring student-centred approaches to curriculum implementation". Set: Research Information for Teachers, n.º 2 (1 de agosto de 2013): 11–19. http://dx.doi.org/10.18296/set.0338.

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Student-centred approaches to learning are gaining increasing national and international attention. For many teachers, more democratic teaching designs require a shift in thinking and practice. This article looks at how teachers unfamiliar with these approaches might transition from a position of power to empowerment by exploring small, manageable changes in practice. It draws on a 9-month participatory action-based research project on student-centred curriculum integration and the teaching practice of the author.
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du Plessis, Elize (EC). "Student teachers’ perceptions, experiences, and challenges regarding learner-centred teaching". South African Journal of Education 40, n.º 1 (29 de febrero de 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n1a1631.

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Kirstein, Marina y Rolien Kunz. "Student-centred approach to teaching large classes: friend or foe?" Meditari Accountancy Research 23, n.º 2 (10 de agosto de 2015): 222–46. http://dx.doi.org/10.1108/medar-06-2013-0025.

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Purpose – The aim of this paper is to report on the development and implementation of two student-centred teaching approaches, not usually thought to be appropriate for large group situations. These projects involved adapting teaching methods to facilitate a move away from the conventional lecturer-centred approach (the “chalk-and-talk” of earlier generations) and to respond to an environment challenged by the perpetually changing requirements of professional bodies, increasingly large classes and high student-staff ratios. Design/methodology/approach – Two student-centred projects were implemented at a South African residential university in the discipline of auditing, and the topic of general controls in the information technology (IT) environment was addressed. This study reports on two cycles of the development and implementation of the projects following an action research methodology. Findings – It was found that “non-standard” teaching practices can be implemented successfully and that active student involvement, even in a large class environment, is achievable and is therefore recommended, not least because this could positively impact on students’ overall skills development. The action research methodology was successfully used to incorporate changes, enforced by the challenges accounting academics are faced with. Research limitations/implications – Limitations associated with this study are that it was conducted at only one South African university, and that it was in a specific and technical topic within the single field of auditing. The study also did not measure whether deep or surface learning had taken place. As various factors contribute to learning, it was also not possible to report on whether positive changes to students’ normal learning processes have been achieved as a result of the initiatives. Originality/value – The contribution this study makes is twofold. First, it adds to the field of accounting education research by indicating that student-centred projects can successfully address the abovementioned challenges faced by accounting academics. Second, it demonstrates that action research, as a methodology for examining and developing accounting education, can be used effectively by academics to improve their teaching practices.
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Edwards, Dawn F. y Joanne Thatcher. "A student‐centred tutor‐led approach to teaching research methods". Journal of Further and Higher Education 28, n.º 2 (mayo de 2004): 195–206. http://dx.doi.org/10.1080/0309877042000206750.

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Wilkinson, William, David Treagust, Monica Leggett y Peter Glasson. "The teaching‐learning environment in a student‐centred physics classroom". Research Papers in Education 3, n.º 3 (octubre de 1988): 217–33. http://dx.doi.org/10.1080/0267152880030304.

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Ingram, Arthur. "Using student‐centred teaching to develop human resource management competencies". Mentoring & Tutoring: Partnership in Learning 4, n.º 3 (enero de 1997): 39–44. http://dx.doi.org/10.1080/0968465970040306.

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Lin, Mei-Hui, Tsai-Fu Chuang y Han-Pin Hsu. "The Relationship among Teaching Beliefs, Student-Centred Teaching Concept and the Instructional Innovation". Journal of Service Science and Management 07, n.º 03 (2014): 201–10. http://dx.doi.org/10.4236/jssm.2014.73017.

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Melnyk, Taras y Iryna Dobroskok. "Training of the future vocational education teachers in the conditions of student-centred learning and teaching". Professional Education: Methodology, Theory and Technologies, n.º 10 (19 de noviembre de 2019): 143–57. http://dx.doi.org/10.31470/2415-3729-2019-10-143-157.

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The article reveals the theoretical aspects of the future vocational education teachers' training in the conditions of student-centred learning and teaching, which is based on the principles of the flexibility of individual educational trajectories and different methods usage, students' autonomy support, mutual respect of teachers and students and the respect to the diversity of students and their needs. The purpose of the article is to highlight and analyze the peculiarities of preparation of future vocational education teachers in the conditions of student-centred learning and teaching. In accordance with the purpose and the set objectives, such theoretical methods of research were applied as an analysis, a synthesis and the generalization of scientific-pedagogical literature and normative-legal documents. The author believes that the future vocational education teachers’ training in a student-centred setting is a complex task according to the ESG recommendations. The study identifies the positive features of a student-centred approach, as well as the possible risks; characterizes and analyzes the key principles of the European Standards and Guidelines (ESG) on Quality Assurance in the European Higher Education Area (EHEA) in terms of the specificities of the training system for future vocational education teachers. Moreover, it defines that providing sufficient feedback from students, forming assessment criteria based on the creative display of acquired knowledge and skills, rational lesson planning, adherence to the “lifelong learning” principle, and promoting self-examination among teachers and students are the key components of implementing the student-centred learning and teaching principles. The author made a conclusion that student-centred learning and teaching contributes to the realization of intellectual, cultural and emotional potential, creates the conditions for students’ self-expression and self-identification, promotes the democratic and humanistic values of institutions of higher education (IHE) as important public institutions and, having a positive impact on the quality of training, creates a springboard for realizing the educational process participants’ potential on the basis of proactivity and common opinion.
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35

Malisa, Annamweka Joseph y Reginald Lyamuya. "Teachers’ Views on the Effectiveness of Student-Centred Approach in Teaching English Subject in Public Secondary Schools in Tanzania". East African Journal of Education Studies 5, n.º 2 (2 de septiembre de 2022): 410–22. http://dx.doi.org/10.37284/eajes.5.2.822.

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This study used a qualitative approach to examine teachers’ views about the effectiveness of the student-centred approach in the implementation of free education policy in teaching English subject in secondary schools. The study used a case study design to collect qualitative data from 30 participants who were English teachers, academic officers, and heads of schools. Data collection was done by using interviews, focus group discussions, and observation. Data analysis was done under thematic analysis. The findings of the study revealed that the teachers had the view that the student-centred approach depended on the nature of students, the teaching and learning environment, and the nature of the teachers. The findings also revealed that the free education policy violated the principles of the student-centred approach by enrolling unqualified students and without considering the adequacy of teaching/learning resources. It was concluded that an effective student-centred approach depends on some factors such as the ability of the students, the learning environment, the number of students in the class, the ability of the teacher, and the economic background of the families of the students. It was recommended that the government should prepare the pupils from the primary level for secondary education.
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36

Mukhtorkulovna, Eshankulova Dilsoz. "ENGAGEMENT STUDENTS' LEARNING IN ENGLISH AND TEACHING STRATEGIES". European International Journal of Multidisciplinary Research and Management Studies 02, n.º 10 (1 de octubre de 2022): 260–63. http://dx.doi.org/10.55640/eijmrms-02-10-48.

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In this article we are going to explore important ways of developing engagement on students' learning in English and different teaching strategies that effectively help on this issue. Moreover, the article covers interactive methods that can be used by teachers to organize student- centred lessons.
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37

Banerjee, Debkanya y Ayan Roy. "Learner Centred methods of Business English Learning". International Journal of English Learning & Teaching Skills 3, n.º 2 (1 de enero de 2021): 2111–22. http://dx.doi.org/10.15864/ijelts.3215.

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This research was started by following the widespread claim regarding the success of ‘learner-centred teaching approach’ across all disciplines throughout the world. It seeks to look at whether such a claim is true by implementing a theoretical framework of learner centred teaching in an EFL1 Classroom. A qualitative design involving an English teacher of and a number of learners from a vocational2 higher institution were used. The findings of this study overall proved that the implementation of this ‘learner-centred teaching’ framework could make a difference in students’ learning. Their learning became more meaningful, interesting and democratic3. This ‘Learner Centred Method’ approach emphasizes a spread of various sorts of methods that focuses on what the scholars are learning, it changes the role of the teachers from a provider of information to facilitating student learning. Traditional teaching often results in students who are passive learners and who don't take responsibility for his or her own learning, this traditional method (“instructor-centred teaching.”) In contrast with, ‘learner centred teaching’ occurs when instructors specialise in student learning. English is a basic language in all educational institution around the world. People learns the English language in order they can communicate with other people throughout the world. A student who wishes to go abroad for higher studies he/she should have the basic knowledge in English language just to communicate with the people there and understand what they are trying to express. And in business world English is the basic language for establishing communication between the client and the businessman. Teaching business English, or other ESP4 classes, usually pays better than teaching "conversation" English classes and some teachers find them more enjoyable. These classes will centre around a work environment and utilize business or ESP vocabulary5. Business English students are usually quite different from typical school students. They are often older, experienced and tired from an extended day at work and have a particular idea about what they want to learn. Also, sometimes, they're required to require English classes if they need to progress in their company.
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38

Englund, Claire. "Exploring approaches to teaching in three-dimensional virtual worlds". International Journal of Information and Learning Technology 34, n.º 2 (6 de marzo de 2017): 140–51. http://dx.doi.org/10.1108/ijilt-12-2016-0058.

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Purpose The purpose of this paper is to explore how teachers’ approaches to teaching and conceptions of teaching and learning with educational technology influence the implementation of three-dimensional virtual worlds (3DVWs) in health care education. Design/methodology/approach Data were collected through thematic interviews with eight teachers to elicit their approaches to teaching in a 3DVW and their conceptions of teaching and learning with technology in online health care education. Findings Results indicate that teaching in 3DVWs necessitates the adoption of a student-centred approach to teaching. The teachers’ underlying approaches to teaching and learning became evident in their student-centred approach and use of problem-based activities. The immersive, social nature of the environment facilitated the creation of authentic, communicative learning activities created by the health care teachers and was in alignment with their disciplinary approaches to teaching and learning. Research limitations/implications The sample size of the study is relatively small which limits the degree of external validity and generalisability of the results. Practical implications If sustainability of 3DVWs is to be achieved, academic development activities for teachers and their communities of practice may be necessary to support conceptual change and facilitate a shift to student-centred teaching where necessary. Originality/value There is limited research concerning the relationship between teachers’ approaches to teaching and the use of educational technologies, in particular the implementation of 3DVWs.
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39

Plush, Sally E. y Benjamin A. Kehrwald. "Supporting New Academics’ Use of Student Centred Strategies in Traditional University Teaching". Journal of University Teaching and Learning Practice 11, n.º 1 (1 de enero de 2014): 46–60. http://dx.doi.org/10.53761/1.11.1.5.

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Despite the perceived advantages of student centred learning (SCL) in higher education, novice teaching academics’ attempts to implement such approaches may be thwarted by a lack of experience with teaching in general and with SCL in particular, difficulties locating suitable practical advice on SCL, and the demands of early career academic workloads. This article seeks to provide practical assistance to teaching academics seeking to implement SCL into traditional teaching environments. It synthesizes current literature to provide an overview of 3 broad SCL strategies: inquiry learning, concept checks and just-in-time teaching. Key considerations for implementing each of these strategies are identified and the authors discuss four observations about the implementation of SCL, in context.
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40

Magaña-Medina, Deneb Elí, Silvia Patricia Aquino-Zúñiga, Angel Alberto Valdés-Cuervo y Lizeth Guadalupe Parra-Pérez. "Transformational leadership and the learner-centred teaching approach". South African Journal of Education 41, Supplement 2 (31 de diciembre de 2021): S1—S12. http://dx.doi.org/10.15700/saje.v41ns2a1932.

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Adopting learner-centred teaching approaches is important to advance student performance in Mexican rural communities, which have historically been disadvantaged. Yet, little research exists on the factors that might promote the use of this teaching approach. In the study reported on here we examined the associations between principals’ transformational leadership, school climate, teacher commitment to learners, and learner-centred teaching practices. In total, 174 teachers were selected from 26 tele-secondaries in the state of Tabasco, Mexico. A structural equation model was calculated. Results do not provide evidence to support a direct association between transformational leadership and the use of learner-centred teaching. However, an indirect relationship was found between the effects of school climate and teacher commitment. These findings indicate that enhancing school climate and teachers’ commitment through a transformational leadership style are key to foster an environment for learner-centred teaching.
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41

Farias, Cláudio, Peter Andrew Hastie y Isabel Mesquita. "Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions". European Physical Education Review 24, n.º 3 (13 de enero de 2017): 269–91. http://dx.doi.org/10.1177/1356336x16687303.

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This study was the first in sport education to provide a yearlong, in-depth examination of the scaffolding processes used by a teacher during student participation in four consecutive seasons. Given the peer teaching format of the learning activities and curriculum ownership allocated to students, a focus was placed on the preparation of the students in the role of team coaches to conduct instruction in student-centred interactions (active engagement of teammates in problem-solving, discovery, and the construction of knowledge). Twenty-six seventh grade students participated in four consecutive seasons of sport education (basketball, handball, soccer, and volleyball). The research involved four action-research iterative cycles of planning, acting, monitoring, and reflecting. Data collection involved semi-structured interviews with teams and exclusively with the student–coaches, lesson observations, and a field diary kept by the first author, who assumed the role of practitioner–researcher. Findings showed the scaffolding of the student–coaches’ instructional leadership was a non-linear process contingently adjusted in reference to aspects such as student–coaches’ progress in the mastery of instructional processes, the complexity of the domain-specific content, and the nature of the sports. As the student–coaches developed knowledge of content and instruction, they became increasingly self-assisted in the conduct of the learning activities. The ability to use simplified questioning to scaffold teammates’ prior learning experiences, to prompt teammates’ analysis and active discovery of solutions to game problems, and independent adjustment of instruction to the particular context were the key achievements. Specific training is necessary if student–coaches are to engage teammates actively in learning interactions.
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42

Gaunt, Heather y Kari Osmar. "Student-Centred Learning for Patient-Centred Care: Development and Application of a Provincial Clinical Teaching Philosophy". Journal of Medical Imaging and Radiation Sciences 50, n.º 2 (junio de 2019): S15—S16. http://dx.doi.org/10.1016/j.jmir.2019.03.168.

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43

Osman, Hajibah y Syamimi Turiman. "Technology-Based Student-Centred ESP Writing With Genre-Based Teaching Approach". LSP International Journal 9, n.º 1 (14 de junio de 2022): 45–59. http://dx.doi.org/10.11113/lspi.v9.18387.

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Capitalising on current students’ preference for learning via technology, this article proposes a genre-based teaching approach for ESP writing employing the technology afforded for language learning. A module was designed to teach ESP writing to accounting students using sustainability reports as the basis. The module includes details of how to guide students to carry out genre analysis and corpus analysis in order to discover the language use in the reports. ESP students are reported to enjoy writing genres related to their disciplines where they are more prepared to participate. This is expected to be achieved with this module.
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44

Flood, Adele. "Student Action - Centred Learning: a new model for learning and teaching". International Journal for Cross-Disciplinary Subjects in Education 3, n.º 3 (1 de septiembre de 2012): 805–15. http://dx.doi.org/10.20533/ijcdse.2042.6364.2012.0115.

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45

Salgar, Somnath T. "Case based learning: an innovative student-centred methodology for teaching biochemistry". International Journal of Biomedical Research 5, n.º 1 (30 de enero de 2014): 25. http://dx.doi.org/10.7439/ijbr.v5i1.455.

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46

Hall, Jenny y Mark Saunders. "Some lessons from a student-centred approach to teaching and learning". British Journal of Educational Technology 24, n.º 3 (septiembre de 1993): 207–9. http://dx.doi.org/10.1111/j.1467-8535.1993.tb00075.x.

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47

Loewenthal, Del. "Problem Based Student Centred Learning and the Teaching of Public Administration". Teaching Public Administration 5, n.º 1 (marzo de 1985): 32–43. http://dx.doi.org/10.1177/014473948500500105.

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48

Spicer, John I. "The use of student-centred investigations in teaching comparative animal physiology". Biochemical Education 22, n.º 1 (enero de 1994): 14. http://dx.doi.org/10.1016/0307-4412(94)90150-3.

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49

Gerstman, Julie, Kay Salehi y Antonio Lobo. "Developing a Model of Student-Centred Teaching which Enhances Active Engagement". International Journal of Learning: Annual Review 18, n.º 7 (2012): 13–30. http://dx.doi.org/10.18848/1447-9494/cgp/v18i07/47667.

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50

Motjolopane, Ignitia. "Teaching Research Methodology: Student-centered Approach Computing Education Undergraduate Course". Emerging Science Journal 5, n.º 1 (1 de febrero de 2021): 34–43. http://dx.doi.org/10.28991/esj-2021-01255.

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Teaching research methodology is one of the core components of various degree programs. Scholarship around teaching research methodology is beginning to grow with most work concentrated in Social Work, Health, Social Science, and limited work in the area computing education. This paper presents a reflection on adopting a student centred approach towards teaching research methodology course to three different groups of fourth level university students. In this paper the strategies for facilitating deep learning in teaching research methods and research methods in the Information Systems domain will be discussed. In addition, reflections on the use of a student centred approach, student experiences and strategies used. The experiences and strategies relate to facilitating deep learning. The experiences are focused on topic identification, conducting, and writing up the literature reviews, developing an understanding of the research methodology inclusive of data analysis and presenting the research report. Doi: 10.28991/esj-2021-01255 Full Text: PDF
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