ERIC Number: EJ1135714
Record Type: Journal
Publication Date: 2014-Aug
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
EISSN: N/A
Student Teachers' Perceptions about Their Experiences in a Student Centered Course
Zeki, Canan Perkan; Güneyli, Ahmet
South African Journal of Education, v34 n3 Article 929 Aug 2014
There is a growing need to provide curricula that meets the changing needs of students in higher education. To train pre-service teachers according to the demands of the new educational contexts, the move from teacher-centered curricula to learning-centered curricula is a must. The aim of this research is to examine the currently used curriculum of EGIT 450 Student Centered Education (SCE) course to highlight suggestions for a better design and implementation of the SCE approach. A qualitative paradigm was used with an interpretive methodology. The participants of the study were the 37 third year undergraduate students enrolled in the course at one of the tertiary institutions in North Cyprus. Qualitative data were collected through end-of-the-semester reflective essays and analyzed through content analysis method. The findings revealed that SCE methodology helped improve student teachers' cognitive skills via holding an active role and their affective skills through group work activities emphasizing its effect on permanent learning and learning how to learn. Participants also pointed out the difficulty and complexity of the roles expected from the teacher and learners individually and cooperatively. The inefficiency of some of the teaching-learning activities, physical characteristics of the classroom setting and duration of the allocated time for the activities were among the weak aspects of the course.
Descriptors: Foreign Countries, Student Centered Learning, College Students, Preservice Teacher Education, Qualitative Research, Preservice Teachers, Teacher Competencies, Teacher Role, Cooperation, Curriculum Design, Cognitive Ability, Student Attitudes, Essays, Reflection, Cooperative Learning, Classroom Environment, Time Factors (Learning), Learning Activities, Cognitive Development, Emotional Development, Social Development
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa; Cyprus
Grant or Contract Numbers: N/A