Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching

Woods, Peter J.; Copur-Gencturk, Y.

doi:10.1016/j.tate.2023.104415

Cited by 6 publications

(2 citation statements)

References 49 publications

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“…In essence, the process of simplifying intricate concepts becomes not only a pedagogical skill but also a reflection of the teacher's dedication to facilitating a meaningful and comprehensible educational experience for their students. A related study on student-centered and teacher-centered pedagogical approaches revealed that teachers who implemented student-centered teaching reported experiencing greater gains in pedagogical content knowledge compared to those who utilized direct teaching methods (Woods & Copur-Gencturk, 2024). Student-centered approaches are more complex but are potentially rewarding for students.…”

Section: Findings Related To the Teaching Experiencementioning

confidence: 99%

A Perspective-Changing Teaching Experience in Araimiri

Narsico

2024

IJMABER

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The study underscores the remarkable human capacity for resilience and determination when confronted with challenging life situations. Specifically, this research delves into a teacher's interactions with a group of high school students who, due to their unique circumstances, embarked on a transformative journey, overcoming obstacles in the realm of education. The research focused on a private school in Araimiri in the Gulf Province of Papua New Guinea. Employing a qualitative methodology, the study specifically adopts an autoethnographic approach. This autoethnography unfolds against the backdrop of a unique and immersive experience, exposing the researcher to the intricate social dynamics, behaviors, and practices of a group of students. Through keen observations, profound conversations, shared experiences, and the examination of artifacts, the study offers an in-depth and distinctive perspective on the educational landscape during the specified period. The study sought to determine the circumstances that made the experiences of students and teachers significant, to identify key elements of the initial education-related situations of students, to determine the initiatives made to help students improve academically, and to reveal significant findings that manifested through the analyses of the experience. These are the conclusions of the study. First, teachers’ awareness of students' struggles and unique conditions helps them strengthen their teaching approaches. Second, students’ commitment to their lead role in the education process is imperative. Third, teachers’ depth in the understanding of topics and their commitment to teaching help in the ability to simplify complex concepts. Fourth, students’ prerequisite capabilities when introducing new lessons reinforce learning. Fifth, the implemented curriculum should match with relevant assessments that are often provided by the government or industry. These conclusions imply that educational processes are multifaceted and interconnected with components that have to be harmonized to ensure effectiveness.

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Section: Findings Related To the Teaching Experiencementioning

confidence: 99%

A Perspective-Changing Teaching Experience in Araimiri

Narsico

2024

IJMABER

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“…Lebih lanjut hasil penelitian yang diungkapkan Woods bahwa semua guru dapat mengembangkan berbagai pengetahuan mereka yang menggunakan metode pengajaran berpusat pada siswa salah satunya dengan penggunaan video, karena menunjukkan pertumbuhan pengetahuan konten pedagogis yang lebih signifikan. (Woods & Copur-Gencturk, 2024). Didukung oleh (Ammy & Wahyuni, 2020) yang menyatakan bahwa penggunaan video pembelajaran dapat meningkatkan semangat belajar mahasiswa serta melalui video pembelajaran penyampaian materi lebih mudah untuk dipahami oleh mahasiswa karena pembelajaran menjadi lebih menyenangkan.…”

Section: Prototypeunclassified

Video Prinsip Berhitung Awal Berbasis Kearifan Budaya Lokal Sumatera Selatan

Andika,

Utami,

Alrefi

et al. 2023

J. Obs. J. Pendidik. Anak Usia Dini

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Analisis kebutuhan dari minimnya ketersedian video pembelajaran tentang prinsip berhitung yang mengsung kearifan local budaya di Sumatera Selatan. Tujuan penelitian adalah menghasilkan produk berupa video pembelajaran “tahapan berhitung satu lawan satu” berbasis budaya local yang valid dan praktis, serta mengetahui efek potensial dari video tersebut. Metode pengembangan desain Borg and Gall, partisipan 40 mahasiswa PGPAUD UNSRI. Teknik pengumupulan data: observasi, tes, wawancara. Analisis data menggunakan paired sample t-test. Hasil penelitian menunjukan pada validitas 96,9% (sangat valid), uji kepaktisan 91% (sangat praktis), dan uji efektifitas t-hit=10,76 yang maknanya produk dinyatakan efektif. Simpulan adalah video berhitung awal yang dikembangkan dinyatakan valid, praktis, dan efektif dalam meningkatkan kemampuan pedagogi mahasiswa. Kelebihan produk: konten video berhitung awal menggunakan daily activity concept, berbasis kearifan budaya local, dan case method oriented. Keterbatasan produk ini hanya memfokuskan pada satu prinsip berhitung anak usia dini yaitu korespondensi satu lawan satu, sehingga sangatlah direkomendasikan digunakan guru.

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