Practicing Learner-Centered Teaching

Megwalu, Anamika

doi:10.1080/02763877.2014.910438

Cited by 8 publications

(5 citation statements)

References 1 publication

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“…Learner-centered teaching (LCT) is a teaching-learning framework grounded on the principles of constructivism. It begins with the basic idea that not all teaching leads to actual learning and focuses on the learner's capacity and skills to learn (Megwalu, 2014). This pedagogy refocuses the learning process from the content and the educator to the learners -considering differences in learning styles, socio-ethno-economic backgrounds, interests, skills, and other diversifying elements of the students.…”

Section: Learner-centered Pedagogymentioning

confidence: 99%

“…This growing interest to employ student-centered learning is essential in advancing the primal goal of higher education institutions, which are to communicate and to produce knowledge (Stamm, 2011). However, Megwalu (2014) emphasized that LCT is not merely a theory or philosophy in education, but a teaching method deeply connected with other theories like radical and critical pedagogy, constructivism, feminist pedagogy, and transformative learning. LCT, as an approach to teaching, is primarily about the formation of learning rather than the transmission of knowledge from teacher to student.…”

Section: Learner-centered Pedagogymentioning

confidence: 99%

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Beyond the Classroom: Reconsidering the Role of Learner-Centered Teaching using Paulo Freire’s Philosophy of Education

Ignacio¹

2020

IJHSS

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Employing a textual analysis of the concepts of learner-centered teaching (LCT) and Freire's philosophy, this paper reconsiders the role of LCT beyond the classroom setting by infusing the principles of Paolo Freire's Philosophy of Education in his Pedagogy of the Oppressed. LCT is a promising pedagogical approach utilized in different educational levels among different academic disciplines. It incorporates psychological principles allowing meaningful learning through different teaching-learning activities. Studies on LCT showed an increase in student motivation to learn, involvement in the learning process, and understanding of content via meaning-making activities formulated specifically to suit the students' needs. Paolo Freire, a Brazilian philosopher and revolutionary, criticized the traditional educational practices which cause "narration sickness" among learners. Freire argued that a "banking method" of teaching alienates both educators and students as they are being treated as objects instead of human beings in the learning process. As such, Freire proposed a problem-posing method based on a dialogic paradigm between educators and students to liberate them from the alienation of traditional narrative teaching. This dialogic or problem-posing approach incorporates an anthropological, political, and spiritual paradigm shift which ultimately allows educators and learners to attain authentic meaning.

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Section: Learner-centered Pedagogymentioning

confidence: 99%

Section: Learner-centered Pedagogymentioning

confidence: 99%

Beyond the Classroom: Reconsidering the Role of Learner-Centered Teaching using Paulo Freire’s Philosophy of Education

Ignacio¹

2020

IJHSS

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“…Constructivism in various approaches to library instruction and reference is well represented in the literature; only a few here are noted: Albert and Emery (2017), Cooperstein and Kocevar-Weidinger (2004), Elmborg (2002), Megwalu (2014), Meulemans (2016), Montgomery (2015), Rodrigues and Rehberg Sedo (2008). Indeed, librarians' instructional efforts often bear the theory's hallmarks: centering student development and learning in teaching, using teaching approaches that actively engage learners in authentic experiences (as opposed to lectures on a particular topic), and structuring instructional content based on learner needs.…”

Section: Parallels Between Servant Leadership and Constructivist Peda...mentioning

confidence: 99%

Are you being served? Embracing servant leadership, trusting library staff, and engendering change

Meulemans

Matlin

2019

LLM

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It is self-evident that academic libraries and librarianship are changing in substantive ways, ranging from the types of material we collect, the way we approach information literacy instruction, to our positions within college and university organizational charts. In response to a rapidly changing environment, library administrators may try to quickly bring about changes in library policies, structure, and more. However, in the process, library administrators may inadvertently adopt rigid top-down approaches that can disenfranchise and disengage library workers, resulting in outcomes that serve neither students or workers. A servant leadership approach to authority and influence may be a means to reverse this frustrating trajectory. Servant leadership requires that administrators focus on the existing expertise and the development potential of library workers as the means for ensuring fulfillment of the library’s mission in an environment of constant change. Furthermore, this approach requires administrators to begin by accepting library workers’ perspectives as their reality, instead of dismissing those perspectives. This approach shares the same foundations of two central practices of librarianship: reference and instruction. Librarians must believe users’ information needs, listen to their experiences and with this information, consider ways to aid the user in progressing toward their goal. A challenge to this approach is that it requires more work for library administrators and library workers through consideration of different types of information and looking closely at voices of disagreement and resistance. While servant leadership appears more complex with slower progress, the end result of sincere engagement and effort by everyone in the library has the potential to aid in achieving the changes needed to keep academic libraries thriving.

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“…Geleneksel yaklaşımlara alternatif olarak oluşan öğrenci merkezli eğitim, bir eğitim teorisi ya da felsefesi olmayıp mevcut teorilerle ilişkili bir öğrenme yaklaşımıdır (Megwalu, 2014). Öğrenci merkezli eğitim, eğitim sürecinin her aşamada öğrenci katılımını sağlayacak biçimde yeniden yapılandırılması olarak tanımlanmaktadır (Eğitim Araştırma Geliştirme Derneği [EARGED], 2007;Ocak ve Ocak, 2003).…”

Section: öğRenci Merkezli Eğitimunclassified

Designing the Learning and Teaching Process of Religious Culture and Moral Knowledge Course According to Student-Centered Approach

Kılıç

Şahin²

2017

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Practicing Learner-Centered Teaching

Cited by 8 publications

References 1 publication

Beyond the Classroom: Reconsidering the Role of Learner-Centered Teaching using Paulo Freire’s Philosophy of Education

Beyond the Classroom: Reconsidering the Role of Learner-Centered Teaching using Paulo Freire’s Philosophy of Education

Are you being served? Embracing servant leadership, trusting library staff, and engendering change

Designing the Learning and Teaching Process of Religious Culture and Moral Knowledge Course According to Student-Centered Approach

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