Literaturnachweis - Detailanzeige
Autor/in | del Valle, Julie Lucille |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |