ERIC Number: EJ1131976
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Student-Centred Learning (SCL): Roles Changed?
Onurkan Aliusta, Gülen; Özer, Bekir
Teachers and Teaching: Theory and Practice, v23 n4 p422-435 2017
This paper addresses the espoused and enacted practices of high school teachers with regard to student-centred learning (SCL). Explanatory mixed-method design, where quantitative strand is followed by qualitative one, is employed. While the quantitative strand aims to explore teachers' perceptions regarding the extent student-centred teacher and student roles are performed, qualitative strand is used to explore how well the enacted roles represent the espoused ones and to explain the discrepancies, if any, between them. The findings indicate discrepancies between espoused and enacted practices of teachers. Qualitative data reveal that teachers' beliefs about teacher and student roles are still very much teacher centred. Reasons are varied including system-wide barriers hindering the adoption of SCL and teacher training offered. The findings draw attention to an urgent need for alternative teacher training programmes that would focus on changing teachers' traditional beliefs enabling them to put theory into practice and adopt student-centred roles.
Descriptors: Student Centered Learning, Teacher Role, Student Role, Educational Change, Secondary School Teachers, High School Students, Mixed Methods Research, Teacher Attitudes, Educational Practices, Theory Practice Relationship, Barriers, Adoption (Ideas), Resistance to Change, Teacher Education, Attitude Change, Foreign Countries, Public School Teachers, Observation, Semi Structured Interviews, Likert Scales
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Authoring Institution: N/A
Identifiers - Location: Cyprus
Grant or Contract Numbers: N/A