Literaturnachweis - Detailanzeige
| Autor/in | Msonde, Sydney Enock |
|---|---|
| Titel | Revisiting the Idea of Learner-Centered Pedagogy: The Theoretical Perspective |
| Quelle | In: Journal of Education, 203 (2023) 2, S.468-478 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Msonde, Sydney Enock) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0574 |
| DOI | 10.1177/00220574211031970 |
| Schlagwörter | Educational Theories; Teaching Methods; Student Centered Learning; Constructivism (Learning); Humanism; Learning Processes; Outcomes of Education Educational theory; Theory of education; Bildungstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Humanismus; Learning process; Lernprozess; Lernleistung; Schulerfolg |
| Abstract | Over the years, three common theoretical perspectives dominated the practices of learner-centered pedagogy (LCP) across the world. These perspectives include constructivism, humanism, and transformative theoretical traditions. This article critically examines the contributions and weaknesses of these theoretical traditions as ways of conceptualizing how learning occurs. Then, the researcher revisited the idea of "learner-centered pedagogy" in a new theoretical strand that strives to engage learners in discerning critical aspects of the object of learning. Therefore, it is argued that the new theoretical strand, the variation theory, makes a powerful contribution to LCP practices in bringing about student learning. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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