A Rough Sail for Learner-Centred Education as a Global Reform Policy in the Philippines

Autor/in	del Valle, Julie Lucille
Titel	A Rough Sail for Learner-Centred Education as a Global Reform Policy in the Philippines
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 1, S.109-128 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (del Valle, Julie Lucille)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1887330
Schlagwörter	Foreign Countries; Student Centered Learning; Curriculum Development; Educational Change; Ethnography; Instructional Effectiveness; Teaching Methods; Urban Schools; Public Schools; Accountability; Alignment (Education); Teacher Student Relationship; Caring; Secondary School Curriculum; Middle School Students; Grade 8; Philippines + Suchen Sie Ihr Suchwort? Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Ethnografie; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Verantwortung; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Philippinen
Abstract	Learner-centred education has become a global reform policy among Southeast Asian countries including the Philippines. This policy however raised critical issues in pedagogy as it placed learner-centred teaching in binary opposition with teacher-centred instruction, thus creating a simplistic dichotomy between good and bad teaching in the Philippines. With this research problem, this study used ethnographic methods to examine teacher and students' understanding of what constitutes good pedagogy in one class within an urban public school in the Philippines. Ethnographic findings suggest that teacher-centred pedagogies are still valued by the students and teachers in this study not only as practices of good teaching but most importantly, as enactments of 'academic care'. This 'academic care' provides an important orientation towards understanding how learner-centred pedagogies could be articulated for the Filipino context and could offer a possibility which bridges the presumed dichotomy between learner-centred and teacher-centred pedagogies in the Philippines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01