Learning Responsibility and Balance of Power
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Learning Responsibility and Balance of Power

Çam, Şefika Sümeyye;Oruç, Eylem Ünal;
international journal of instruction 2014 Vol. 7 pp. 5-16
191
cam2014learninginternational

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.

Keywords

Education Agriculture (General) neurosciences. biological psychiatry. neuropsychiatry agriculture history of scholarship and learning. the humanities social sciences special aspects of education islam. bahai faith. theosophy, etc. philosophy. psychology. religion theory and practice of education

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ID: 57069
Ref Key: cam2014learninginternational
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