In Iraqi Kurdistan, the educational system is going through significant changes. The educational system influences the students’ attitudes, and one wants the educational system to support the young democracy. In this study, student-centred learning (SCL) is seen as a first step to learning, but also to participation and engagement as a citizen. Three secondary school teachers worked with researchers from Norway and Kurdistan to implement SCL strategies in their daily teaching. Teachers experienced changes in their roles when emphasizing the importance of students’ participation in the learning processes. They could not lecture most of the time; they needed to make more space for the students’ activities and allow them to become more active. They acted more as mentors for their students. The content of the teaching also changed. When the teachers lectured it was about their subject. When the students were expected to be more active, the teachers also had to teach the students how to be more active. The traditional way of furnishing the classrooms in Kurdistan has been rows of benches and desks for the children and a desk by the board for the teacher. This way of furnishing was described as a hindrance when organising for students’ participation. The teachers’ experiences were of main interest in this action research project. Their responses to interview questions were validated by classroom observations. Also, a group of researchers with very different cultural and scientific background collaborated. This was in itself an interesting side effect in this action research study. 相似文献
The purpose of this paper is to describe a Personal Learning Plan method used in undergraduate early childhood education courses
as a specific case of learner-centered, inquiry-based instruction. A rationale for this approach to instruction, the instructional
context in which the specific method was developed and used, the method framework (i.e., preliminary and final plans, activities,
products, and reflections), and the evaluation process will be discussed. Finally, a discussion of the perceived benefits
and challenges of the method as it has been implemented will be presented. 相似文献
The purpose of this paper is to present data demonstrating the potential efficacy of Personal Learning Plans (PLPs) as an
instructional tool in early childhood teacher preparation. One hundred and thirty-nine undergraduate students enrolled in
an introductory course offered within a unified early childhood education program over a period of four years completed preliminary
and final surveys including items on student background, efficacy of course methods, and student learning style and outcomes.
Data related to the PLP and other, more didactic, methods used in the target course are presented. A general conclusion that
can be drawn from these data is that students believed the PLP method to be no less effective than other methods relative
to some indicators and significantly more effective than other methods relative to other indicators. Results are discussed
in terms of self-efficacy theory.
Background: Student-Centered Inquiry as Curriculum (SCIC) is an activist approach [Oliver, K. L., and H. A. Oesterreich. 2013. Student-Centered Inquiry as Curriculum as a Model for Field-Based Teacher Education. Journal of Curriculum Studies 45 (3): 394–417. doi:10.1080/00220272.2012.719550] inspired by years of research with youth. It was designed as a means of listening and responding to youth in order to better facilitate students’ interest, motivation, and learning in physical education settings. While we have a strong and growing body of activist research with youth in physical education, SCIC as a specific approach to working with youth is in its infancy; thus, there is a need to further explore the challenges teachers/researchers face learning to use this approach to teaching.
Purpose: This study explores how educators, in different contexts, learn to use an activist approach called SCIC, in order to better facilitate students’ interest, motivation, and learning in physical education and physical activity settings.
Research setting and participants: Participants included a university professor, a college instructor, a postdoctoral student, a doctoral student, and a pre-service teacher. Data were collected between January and May 2016.
Data collection and analysis: Data collection included weekly field notes and debriefings following observations, teacher artifacts, weekly collaborative group meetings, and two individual interviews per teaching participant.
Discussion and conclusions: The main challenge that emerged was learning how to move from a theoretical understanding of student-centered pedagogy to the practice of student-centered pedagogy. Specifically, the amount of time that was necessary to build a foundation that allowed for student and teacher understanding, respect, and comfort, negotiating teacher and student assumptions that were embedded in the status quo of physical education (PE), and the struggle to gather and use meaningful data to guide pedagogical decisions. We negotiated these challenges through our professional learning community whereby we worked to all be able to see and name what was happening in our individual classes and collectively planned what was needed to move forward through these challenges. 相似文献