Learning Responsibility and Balance of Power

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ID: 57069
2014
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Abstract
This qualitative study aims to determine teacher perspectives on learning responsibility and balance of power. The research design is case study which was conducted on four primary school teachers. The data were collected with semi-structured interviews and the data obtained were analyzed with categorical analysis, a type of content analysis. The findings suggest that teachers think that learner should be at the center of teaching with LCT and they are incapable of applying learner-center teaching. It has been found that the class size and loaded teaching programs prevent them to apply LCT. Therefore, there have been some recommendations about the LCT by the researchers of the study.
Reference Key
cam2014learninginternational Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Çam, Şefika Sümeyye;Oruç, Eylem Ünal;
Journal international journal of instruction
Year 2014
DOI
DOI not found
URL
http://www.e-iji.net/dosyalar/iji_2014_1_1
Keywords
Education Agriculture (General) neurosciences. biological psychiatry. neuropsychiatry agriculture history of scholarship and learning. the humanities social sciences special aspects of education islam. bahai faith. theosophy, etc. philosophy. psychology. religion theory and practice of education

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