Whither Teacher-Directed Learning? Freirean and Confucian Insights

Autor/in	Tan, Charlene
Titel	Whither Teacher-Directed Learning? Freirean and Confucian Insights
Quelle	In: Educational Forum, 82 (2018) 4, S.461-474 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Charlene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2018.1475713
Schlagwörter	Confucianism; Educational Philosophy; Teacher Student Relationship; Teaching Methods; Student Centered Learning; Independent Study; Guidance; Learning Theories; Critical Theory + Suchen Sie Ihr Suchwort? Konfuzianismus; Bildungsphilosophie; Erziehungsphilosophie; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Selbststudium; Beratung; Learning theory; Lerntheorie; Kritische Theorie
Abstract	Teacher-directed learning is often perceived to be detrimental to student learning and incompatible with learner-centered approaches. This essay challenges this perception by referring to Freirean and Confucian insights. It is argued that Freire, Confucius, and Xunzi advocated the active involvement of the teacher in student learning through necessary intervention and guidance towards self-directed learning. This article proposes a flexible application and combination of teacher-directed and learner-/self-directed learning that caters to the learner's needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01