From learning to development: a sociocultural approach to instruction

Eun, Barohny

doi:10.1080/0305764x.2010.526593

Cited by 44 publications

(27 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this case the teacher should change their role from dominating classes to facilitating learning for their students. Exposing students more to interact with others is in line with the sociocultural theory which emphasizes students' interaction as important part in their learning development (Aimin, 2013;Eun, 2010). This condition can only be achieved by applying the student-centered learning.…”

Section: Introductionmentioning

confidence: 79%

The Problems of Applying Student Centered Syllabus of English in Vocational High Schools in Kendal Regency

Faridi¹,

Bahri²,

Nurmasitah³

2016

ELT

View full text Add to dashboard Cite

This study was descriptive qualitative study aimed to investigate the problems of applying student centered syllabus in vocational high schools in Kendal regency, Central Java, Indonesia. The subjects of the study were twenty English teacher in vocational high schools in Kendal. The data were collected through observations, questionnaires, and interviews. The collected data further were analyzed using inductive analysis in which the researchers looked for the pattern of the data and the meaning of the data. Based on the data, there are three points concluded. The first was the English teaching and learning process in vocational high schools in Kendal had applied the student-centered syllabus. The second, in designing the students-centered syllabus the teachers found difficulties in having a model of the student-centered syllabus as a guideline in adapting and designing their own syllabus, describing the learning indicators, and formulating learning activities alligned with the student-centered learning. The third, the teachers faced difficulties in terms of encouraging their students to participate actively during the teaching and learning, and requiring a lot of time in implementing the student-centered syllabus. Thus, even though the teachers had already applied the student-centered syllabus in their teaching, they still found difficulties in implementing it. In conclusion, they need a model of student-centered syllabus for being a guideline in designing their syllabus and workshops to train them the ways to implement the student-centered syllabus successfully in their teaching.

show abstract

Section: Introductionmentioning

confidence: 79%

The Problems of Applying Student Centered Syllabus of English in Vocational High Schools in Kendal Regency

Faridi¹,

Bahri²,

Nurmasitah³

2016

ELT

View full text Add to dashboard Cite

show abstract

“…The case study activities implemented in lessons were designed based on Vygotsky's (1978) constructivism, and Biggs and Moore (1993) 3P model adapted from Haverila (2011) to improve students' learning process. The case study activities of real-world events carried out during the classroom discussions and group presentation provided a great opportunity for the development of collaborative learning through effective instructions, where social interaction among group members in discussions and oral presentations brought about the development of individual learner's cognitive thinking and psychological capacity (Eun, 2010). The students work samples from individual test exercises were used as data to examine the impact of PBL in the students' learning development.…”

Section: Methodsmentioning

confidence: 99%

“…Eun, Knotek and Heining-Boynton (2008) highlighted how all participants need to share a common agenda as they reported cases where wider institutional factors such as national assessment practices and curriculum design caused difficulty in teachers implementing theoretical approaches into practice. However, through a healthy working relationship between teachers and students, it is possible that participants involved in the teaching and learning process can come to an understanding on the shared goals of any particular practice through constructive dialogue (Eun, 2010).…”

Section: Pbl In Geography Lessonsmentioning

confidence: 99%

The Benefits of Adopting a Problem-Based Learning Approach on Students’ Learning Developments in Secondary Geography Lessons

Caesar¹,

Jawawi²,

Matzin³

et al. 2016

IES

View full text Add to dashboard Cite

Problem-based learning (PBL) provides an appealing framework for teaching and learning not only within the subject of geography but also across other disciplines. It promotes a healthy environment for active learning with its diverse sets of activities, helping students carry out investigative inquiry in the learning processes. This study examines the potential benefits of adopting a PBL approach in teaching and learning in secondary geography classrooms. It takes into account the inputs needed from both teacher and students in determining the success of the approach implementation. The study shows how, through careful planning and preparation, PBL activities can effectively enhance students' engagements and improve their grasp of geographical content knowledge. However, the teacher's shortcomings in performing the role of facilitator did highlight a limitation for the research, which hindered the success of the implementation. Future research should continue to actively examine experiences from teachers in PBL applications, discussing the circumstances to identify the conditions necessary for successful implementation of PBL within a variety of contexts.

show abstract

“…Contextualized and activity-oriented instructions by the support of technology provides learners to learn in action (Harris, Bretag, 2003, Eun, 2010.…”

Section: Mediated Learningmentioning

confidence: 99%

Technology as Mediation Tool for Improving Teaching Profession in Higher Education Practices

Altınay-Gazi

Altınay-Aksal

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

Technology became a mediation tool for forming information and developing skills is teacher education programs of higher education institutions because technological tools can be used for self-reflection of prospective teachers' teaching performances. Practical implementation of teacher education programmes is a part of quality indicator in higher education as it is components that determine the quality of the teacher education provided as well as enhances prospective teachers' confidence Thematic analysis was used employed to reveal qualitative data upon research questions. The research findings revealed that participants enhanced their teaching practices by re-watching their experiences and correcting their flaws. Collaborative peer learning facilitated develop communication skills, self-evaluation, intrinsic motivation, critical thinking and reflection. Furthermore, the study sheds light on how technology enhanced learning environment can be developed for disabled learners with a concrete model for the quality in teaching practice within higher education practices.

show abstract

From learning to development: a sociocultural approach to instruction

Cited by 44 publications

References 39 publications

The Problems of Applying Student Centered Syllabus of English in Vocational High Schools in Kendal Regency

The Problems of Applying Student Centered Syllabus of English in Vocational High Schools in Kendal Regency

The Benefits of Adopting a Problem-Based Learning Approach on Students’ Learning Developments in Secondary Geography Lessons

Technology as Mediation Tool for Improving Teaching Profession in Higher Education Practices

Contact Info

Product

Resources

About