Tough Teachers Actually Care: An Ethnographic Look into the 'Problematic' Role of Teachers as Figures of Authority under Learner-Centered Education

Autor/in	del Valle, Julie Lucille
Titel	Tough Teachers Actually Care: An Ethnographic Look into the 'Problematic' Role of Teachers as Figures of Authority under Learner-Centered Education
Quelle	In: Australian Journal of Teacher Education, 47 (2022) 6, S.19-36, Artikel 2 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Ethnography; Teacher Role; Foreign Countries; Teacher Student Relationship; Student Centered Learning; Power Structure; Teacher Effectiveness; Teacher Characteristics; Caring; Rural Schools; Student Attitudes; Preferences; Philippines + Suchen Sie Ihr Suchwort? Ethnografie; Lehrerrolle; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Care; Pflege; Sorge; Betreuung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schülerverhalten; Philippinen
Abstract	Teacher authority is culturally valued among Filipinos. This authority however poses a threat to the fundamental principles of learner-centred education as it arguably perpetuates 'teacher-centered' instruction and obstructs positive student-teacher relationships which are necessary for student learning. This problematic role of teacher authority is examined in this study by investigating what constitutes good pedagogy in one class within a rural school in the Philippines. With this research problem, this study used ethnographic research approach to examine what students and teachers understand about 'classroom authority' and its perceived value in good pedagogy within a specific and cultural place. Ethnographic data in this study suggest that teacher authority is central in understanding good teaching within specific classroom contexts as this cultural valuing of teachers as 'authorities' may support student engagement and foster student-teacher relationships which are built on 'academic care'. This 'academic care' could offer a practice which bridges the presumed binary between teacher-centered and learner-centered pedagogies. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01