Towards student-centred conceptions of teaching: the case of four Ethiopian universities

Degago, Adinew Tadesse; Kaino, Luckson Muganyizi

doi:10.1080/13562517.2015.1020779

Cited by 21 publications

(23 citation statements)

References 18 publications

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“…First, in accordance with the findings of Degago and Kaino (2015), an adequate preparation of teachers is essential. The effective integration of SRL in educational programs requires teachers who understand and are convinced of the educational value of SRL.…”

Section: Discussionmentioning

confidence: 99%

“…content-oriented or teacher-controlled). In other words, TEs are obliged to demonstrate a student-controlled approach and give attention to what students do in order to learn contrary to what instructors do in order to teach (Degago and Kaino 2015). To do so, TEs must become coaches in TCs' development as learners, preparing them for lifelong learning (Gallego-Arrufat and Gutiérrez-Santiuste 2015; Oosterheert 2001).…”

Section: Introductionmentioning

confidence: 99%

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Successful learning: balancing self-regulation with instructional planning

Vrieling

Stijnen

Bastiaens

2017

Teaching in Higher Education

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Many recent studies have stressed the importance of teacher candidates' (TCs) self-regulated learning (SRL) skills for successful learning. Because of the promising consequences of SRL for academic performance, teacher educators (TEs) are encouraged to increase TCs' SRL opportunities in educational programs. Because of the difficulty and complexity for TEs to successfully guide TCs towards SRL, the present study contributes to the discussion how to best facilitate TEs in finding a balance between student-and teacher-control. For this purpose, a conceptual model is presented. The model draws upon literature related to the perspective of the learner, the teacher and the learning task. Besides the context of teacher education, the model is beneficial for higher education as well as teaching and teacher professionalization. It will help instructors provide a more balanced approach between teacherand student-controlled learning, and support students develop essential SRL skills. ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Successful learning: balancing self-regulation with instructional planning

Vrieling

Stijnen

Bastiaens

2017

Teaching in Higher Education

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“…Building on such studies, Degago and Kaino (2015) conducted interviews with 20 university instructors. They discovered that teachers who knew about and understood many pedagogical approaches were able to implement student-centered techniques as well as more traditional, teacher-centered approaches.…”

Section: Conceptions Of Learningmentioning

confidence: 99%

“…A skilled teacher can achieve both, and does not see these as contradictory requests. Degago and Kaino (2015).…”

Section: Conceptions Of Learningmentioning

confidence: 99%

“…Transcripts provided evidence of a shift over time in the conceptualizations of the teaching staff, to emphasize students' learning over simple content delivery (Barrie, 2007;Degago & Kaino, 2015). Participants described changing their own and others' conceptualization of teaching from delivering content to becoming 'agents for change' who help students develop new skills and understandings.…”

Section: Conceptions Of Learningmentioning

confidence: 99%

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Comparing grounded theory and phenomenology as methods to understand lived experience of engineering educators implementing problem-based learning

Chance

Duffy

Bowe

2019

European Journal of Engineering Education

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Research in Engineering Education Symposium (REES). Shannon's teaching areas include architecture and urban design, introductory engineering, Building Information Modeling, environmental sustainability, and educational planning. Dr. Gavin Duffy is a faculty member in the School of Electrical and Electronic Engineering Systems at Technological University Dublin (TU Dublin), where he has been teaching since 2002. He received a PhD in engineering education in 2017, with a study focused on the role of spatial ability in problem representation among engineering students. He is a member of TU Dublin's CREATE (Contributions to Research in Engineering and Applied Technology Education) research group. He has interest in epistemological development and on how engineering education research is conducted. Prior to joining TU Dublin, Gavin worked in engineering design consultancies as both a chemical engineer and control systems engineer. At DIT, he delivers modules on chemical technology, instrumentation, automation, and control engineering and has been using project-based learning since 2005. Prof. Brian Bowe is Head of Academic Affairs and Assistant Registrar at Technological University Dublin (TU Dublin). He leads the research group called CREATE (for Contributions to Research in Engineering and Applied Technology Education) with more than 30 members. He has been active in STEM education research for over 20 years and led the development of this area in TU Dublin. In 2001, he established the Physics Education Research group that evolved between 2001 and 2008 to include education research in computer science, chemistry and engineering. In 2013, he established CREATE, which currently involves a diverse range of PhD research topics that he supervises, including studies of spatial skills development, ethics in STEM education, epistemological development, and the impact of pedagogy on minority students in STEM. Geolocation: Dublin: (capital city) 53° 20' N, 6° 16' W Comparing grounded theory and phenomenology as methods to understand lived experience of engineering educators implementing Problem-Based LearningGetting lecturers/professors to implement pedagogical innovations is a central focus of university managers/administrators today. Convincing teachers to change is notoriously hard. This research project investigated the shift in pedagogical approach among a small group of faculty as they replaced traditional lecture-based methods with Problem-Based Learning projects. Interviews were conducted with eight of the most active drivers of this change, around the research question: What was it like to be part of a learning group focused on tangible change toward student-centered learning? Objectives of this study were:(1) to understand how pedagogical changed happened in an electrical engineering programme at a post-secondary institution in Ireland; (2) to analyse data using two different research methods to distill as much meaning as possible; (3) to describe the process, results, and findings achieved using each method; and (4...

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Organization of Student-Centered learning within the Professional Training of a future teacher in a Digital Environment

Абдигапбарова

Zhiyenbayeva

2022

Educ Inf Technol

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In recent years, student-centered learning has undergone significant changes influenced by the introduction of the competency-based approach to the digital learning environment. The new approach places a teacher at the center of the educational process taking into account professional competencies and personal interests of educators to foster the improvements of methodological, organizational, and technological support of personalized learning. The sample (N = 36) consists of the 3rd year students of University (KazNPU). The research methodology uses the following metrics to test the psychological and emotional characteristics of students: Communication Skills Assessments and Analysis of Cultural and Value Orientations. The study revealed a background of discomfort with the current system of education - about half of the respondents experience psychological and emotional stress due to the current education format. In addition, after the implementation of the program it was found that the SCL configuration model, applied to distance learning, had a significant impact on students. Statistical analysis of the chi-square indices of general fit (χ2 = 122.77) shows a good fit to the set of data points. The results can be used by educators and in future research to analyze the feasibility and advantages of digital educational processes in other geographical regions.

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Towards student-centred conceptions of teaching: the case of four Ethiopian universities

Cited by 21 publications

References 18 publications

Successful learning: balancing self-regulation with instructional planning

Successful learning: balancing self-regulation with instructional planning

Comparing grounded theory and phenomenology as methods to understand lived experience of engineering educators implementing problem-based learning

Organization of Student-Centered learning within the Professional Training of a future teacher in a Digital Environment

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