Abstract
In modern education, under the influence of humanistic psychology originated by A. Maslow and C. Rogers, learner-centered pedagogy is widely developing. This approach imposes certain requirements on the competence of educators. One such competency is the ability to see the learning task through the child’s eyes, which contributes to a productive dialogue and the disclosure of the learner’s full potential. In our study, this ability was examined in 270 graduate students who are currently schoolteachers. They observed children in their classrooms while the children were solving various problems in reading, writing, math, and drawing. Then, the teachers answered the following question in writing: “What sequence of actions would the child you were observing have to perform in order to solve his/her problem correctly?” Their answers can be divided into four categories: (a) sociocentric, if they correctly identified the necessary sequence of the child’s actions; (b) egocentric, if they rather determined the sequence of their own actions at the time of observing the child; (c) mixed, i.e., including both of the above categories; and (d) others, in which their answers were replaced by irrelevant reasoning. Results showed that 36.6% of the schoolteachers failed the experimental task (categories (b) and (d)). The study author will direct her farther efforts toward improving her Child Development and Learning course’s curriculum, implementing various assignments into it based on the ability to see the learning tasks through children’s eyes. This training will develop the teachers’ skills for learner-centered pedagogy.
Author Information
Anna Toom, Touro University, United States
Paper Information
Conference: ACE2023
Stream: Professional Training
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Toom A. (2024) Studying Teachers’ Ability to Learner-Centered Pedagogy ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.84
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.84
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