Learning Responsibility and Balance of Power

Autor/inn/en	Çam, Sefika Sümeyye; Ünal Oruç, Eylem
Titel	Learning Responsibility and Balance of Power
Quelle	In: International Journal of Instruction, 7 (2014) 1, S.5-16 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Qualitative Research; Teacher Attitudes; Student Centered Learning; Power Structure; Case Studies; Primary Education; Elementary School Teachers; Semi Structured Interviews; Content Analysis; Barriers; Class Size; Reliability; Validity; Learning Experience; Student Responsibility; Academic Failure; Behavior Problems; Classroom Techniques; Assignments; Learning Motivation + Suchen Sie Ihr Suchwort? Qualitative Forschung; Lehrerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Case study; Fallstudie; Case Study; Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Inhaltsanalyse; Klassengröße; Reliabilität; Gültigkeit; Lernerfahrung; Klassenführung; Assignment; Auftrag; Zuweisung; Motivation for studies; Lernmotivation
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. (As Provided).
Anmerkungen	International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01