Student‐centred pedagogy in Turkey: conceptualisations, interpretations and practices

Professional learning in initial teacher education: vision in the constructivist conception of teaching and learning

“…Groups of theorists place different emphases on individual cognitive processes and the socio-construction of knowledge (Altinyelken 2011). Against the backdrop of the Piagetian perspective, which emphasises individual cognitive processes, the learner is seen to have agency in taking an active role in learning, forming linkages between what he or she already knows and new knowledge, constructing knowledge and forming images of the world as a result of the construction.…”

“…In a globalised, knowledge-based economy, curricular and pedagogical approaches underpinned by constructivism are viewed as critical in preparing individuals and societies with competencies to access, use and produce knowledge (Altinyelken 2011). Alongside this international trend, the Hong Kong government is launching large-scale education reforms which entail a shift from teacher transmission to student construction of knowledge, and from the memorisation of detailed information to the development in the learner of the capacity for lifelong learning (Chow 2010).…”

Why is active learning so difficult to implement: The Turkish case

“…Altinyelken (2011) reported that educators of such classes tend to adopt low-level teaching strategies, such as lecturing, because as they think that they would not have enough time to monitor and guide all students if they engaged in student-centred teaching and learning methods. Also, most students complained that the theoretical and practical courses were completely separated from each other, that active learning methods were implemented only in a few courses and that in the theoretical lessons, innovative teaching methods had not been used.…”

Student-Centred Learning (SCL) in Schools in North Cyprus: Teachers' Opinions and ProblemsThe Implementation of Student-Centred Instructional Strategies in Schools in North Cyprus

“…Chiu ve Whitebread (2011), Tayvan'da öğretmenlerin matematik öğretiminde kullanılan yapılandırmacı yöntemlerle ilgili hizmetiçi eğitimden geçmiş olmalarına karşın, hiçbirinin bu yöntemleri tam olarak uygulamadıklarını ortaya çıkarmıştır. Türkiye'de ilköğretim okullarında yapılan iki çalışma ise, ÖMÖ'nün uygulanmasında yetersiz öğretmen eğitimi, kalabalık sınıflar ve ailelerin öğrenci projelerine aşırı karışmaları gibi önemli sorunlar olduğunu göstermiştir (Altinyelken, 2011;Güneş ve Baki, 2011). Yilmaz (2009), Türkiye'deki öğretmenlerin kendilerini geleneksel öğretme ve öğrenme anlayışına sahip temel bilgi aktarıcısı olarak gördüklerini saptamıştır.…”