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Introduction: The focus of the study is to examine the methods of teaching a foreign language and a validation of the same on basis of the effects on student success. The position is that the teaching methods should have a direct role in enabling the learners to attain success and improvements in their performance in foreign language studies. Methods: The study adopts confirmatory research due to the need to test hypotheses. In this regard, a quantitative research has been sought hence the execution of statistical analysis. The confirmatory design relies on mathematical processes to understand the relationship of variables. Results/Discussions: The findings have indicated that teacher-centered methods of teaching foreign language do not have a positive perception as compared to student-centered approaches. The findings have demonstrated that reinforcement-led methods of teaching a foreign language do not have significant incremental effects on student achievement. In a different context, learner autonomous approach or student-centered methods in teaching a foreign language have significant incremental effects on student achievement. Conclusion: Overall, the policy should be to enhance student-centered methods to attain success of the students at the same time increase their motivation as foreign student learners. The student-driven methods have positive impact on the improvement of linguistic skills of the candidates. [ABSTRACT FROM AUTHOR]

This study examined the perceptions and practices of Federal Democratic Republic of Ethiopian Technical and Vocational Training Institute English teachers regarding student-centered learning. Interviews, focus group discussion and classroom observations revealed that while teachers generally hold positive attitudes towards student-centered approaches, their actual classroom practices often remain teacher-centered, heavily relying on textbooks and overlooking trainees' interests. The study identified several challenges, including a lack of practical skills for implementing student-centered methods, the constraints of summative assessments, and the need for continuous formative feedback. Addressing the gap between theory and practice will require professional development that integrates practical experience and the implementation of flexible policies that support teacher autonomy and curricula tailored to trainees' needs. These findings provide valuable insights into the contextual challenges faced by educators and suggest ways to better align teaching practices with the evolving demands of the workforce through ongoing improvement and localized responsiveness.

Teacher-centered instruction is prevalent in preparation courses for large-scale standardized language tests. Student-centered instruction, while known to be effective in enhancing communicative competence, has been considered ineffective and time-consuming to implement in preparation courses for large-scale standardized language tests. To investigate this assumption, a quasi-experimental study was conducted to investigate the effectiveness of two teaching approaches— teacher-centered and Jigsaw—on students' Test of English for International Communication (TOEIC) Reading Comprehension Part Seven scores. The results showed that both groups experienced significant improvements from the pre-test to the post-test in their overall performance; however, there was no statistically significant difference between them. Furthermore, students in the Jigsaw group showed statistically significant improvements in all three passage types (single, double, and triple), while students in the teacher-centered group showed insignificant improvement in one of the three passage types (single passages). These findings suggest that both teaching approaches can effectively improve students' TOEIC Reading Comprehension scores. The study adds to the body of research on teaching approaches in EFL TOEIC Reading Comprehension university classrooms. The findings suggest that teacher-centered and student-centered approaches can effectively improve students' TOEIC Reading Comprehension scores. [ABSTRACT FROM AUTHOR]

Teaching and learning chemistry at all levels of education have faced numerous challenges. These challenges include students' struggles with problem-solving skills, limited spatial visualization abilities, difficulties in grasping chemistry vocabulary, and inadequate communication between students and teachers. As a result, researchers across various educational contexts have consistently advocated for the creation of a learning methods that effectively addresses these difficulties. This research delves into an examination of the pedagogical approaches, both as currently perceived and preferred, among PERMATA@Pintar College students in the realm of chemistry education. The investigation concentrates on two primary pedagogical paradigms: student-centered teaching and teacher-centered teaching. The study encompasses a cohort of 150 students ranging in age from 13 to 18 years. To gauge the students' perceptions of their teachers' instructional methods and their own preferences, a revised version of the Approaches to Teaching Inventory (ATI) originally developed by Prosser and Trigwell was employed. The findings of this study reveal that the prevailing pedagogical approach in chemistry classes appears to strike a balance between teacher-centered and student-centered learning. However, in terms of the students' own inclinations, they exhibit a slight preference for the teacher-centered method, emphasizing information transfer, over the student-centered approach, which emphasizes conceptual change. Interestingly, when considering the desired shift in teaching methods as envisioned by the students, their preference leans significantly towards an increased frequency of student-centered methods, highlighting a distinct preference for these methods over teacher-centered ones. [ABSTRACT FROM AUTHOR]

This study examined feedback in South African university first-year accounting classes. Teachers' complex approaches are based on their subject matter and pedagogical competence and their views about learning. Among the many approaches is feedback teaching. Feedback is providing performance-related information during or after class sessions or tasks. Feedback improves teachers and students and restructures knowledge. Accounting education found cognitively determined feedback strategies that promote information retention. Cognitivism underpins this paper. Cognitivism and accounting education share intellectualism, critical thinking, deep learning and information retention, long-term memory, and complicated problem-solving. Accounting feedback improves fundamentals. Cognitivism dominates accounting education. This work used exploratory qualitative research. This study selected three first-year accounting professors from different campuses. Participants' feedback knowledge, practices, and challenges were collected through semi-structured interviews. Participant reactions validated the findings. Thematically evaluated data. The study examined feedback comprehension, implementation techniques, and challenges. Accounting professors use feedback differently, which affects teaching and learning. Participants also listed many challenges to their practice. [ABSTRACT FROM AUTHOR]

Teacher-centered instruction is prevalent in preparation courses for large-scale standardized language tests. Student-centered instruction, while known to be effective in enhancing communicative competence, has been considered ineffective and time-consuming to implement in preparation courses for large-scale standardized language tests. To investigate this assumption, a quasi-experimental study was conducted to investigate the effectiveness of two teaching approaches— teacher-centered and Jigsaw—on students’ Test of English for International Communication (TOEIC) Reading Comprehension Part Seven scores. The results showed that both groups experienced significant improvements from the pre-test to the post-test in their overall performance; however, there was no statistically significant difference between them. Furthermore, students in the Jigsaw group showed statistically significant improvements in all three passage types (single, double, and triple), while students in the teacher-centered group showed insignificant improvement in one of the three passage types (single passages). These findings suggest that both teaching approaches can effectively improve students’ TOEIC Reading Comprehension scores. The study adds to the body of research on teaching approaches in EFL TOEIC Reading Comprehension university classrooms. The findings suggest that teacher-centered and student-centered approaches can effectively improve students’ TOEIC Reading Comprehension scores.

Scaffolding is an instructional strategy which significantly contributes to learning processes. Learning strategies, as well, have often been noticed as being important in helping EFL learners acquiring a new language. The study is an attempt to find out the effect of using scaffolding strategies on EFL learners' use of different language learning strategies. To achieve the aim of the current study, a fifteen-week experiment was conducted. A sample of 100 Iraqi EFL university students participated in the study. The participants were divided into two groups: an experimental group, receiving conversation instruction through different scaffolding strategies, and a control group, being taught according to routine lecture method based on a teacher-centered approach, dominating in Iraqi university contexts. In both groups, the students' use of learning strategies was pre- and posttested. A paired samples t-test, an independent t-test and a multivariate ANOVA were used for statistical analysis of the data obtained. It was found that there is a statistically significant difference between the two groups in favor of the experimental group. This indicates that using scaffolding strategies throughout the teaching process is more effective than the routine lecture method within the teacher-centered approach framework.

This protocol presents a research process which aims to analyze the impact of an active learning model on entrepreneurship of university students of Marketing. First, a learning model is proposed which allows to jointly conducting the content of different subjects and which provides an integrated vision of Marketing. Subsequently, the concept of entrepreneurship is defined and a measuring instrument is mentioned. Through this instrument the information needed to analyze to what extent the new learning model promotes students’ entrepreneurship is gathered. Finally, several possibilities to perform the data analysis are presented.

Abstract, Teaching it is an art because every teacher has their own style and characteristics. Therefore, every teacher has different styles and techniques in teaching. So is their performance, models, they ways they deliver the material, the use of methods and media as well as evaluation. In teaching, teachers are expected to not get stuck with the routine of traditional teaching (teacher-centered), which assumes that the learner is an "empty bottle" and must be filled with the knowledge as much as possible. The traditional concept of teaching has long been an issue in education, but in fact until now there are still many teachers who implement such methods at schools. The problem is how to change the paradigm of the teacher to become a professional teacher? How do teachers develop learning system in schools? How do they carry out effective learning? How to prepare teachers for the future? To address these problems, the writer tried to conduct a study of the literature and the results of relevant researches. To change the paradigm of teachers into professional teachers, then there are several requirements that must be met. First, teachers must have a minimum qualification and competence as a teacher candidate. In Indonesia, all teachers (kindergarten, elementary, junior high, high school or equivalent) should have at least relevant diploma (D.IV) or bachelor (S1) degree. Second, they have to understand the developmental level of students. Third, teachers must often be given the opportunity to attend training on the implementation of the curriculum and learning according to each level of education. Fourth, each semester, teachers are required to implement a learning model that can activate learners (student - centered) at school. This means each semester teachers use different learning model which is considered effective and relevant so that within one year there are two models of learning they strongly master in practice. Furthermore, to develop a learning system in schools, there are several things that must be mastered by teachers, among others: the development of strategies that should be considered including the mastery of a foreign language (at least in English) , the mastery of pedagogical competence and mastery of ICT (information and communication technology); learning (planning, implementation, and evaluation); organizing the class structure and routines; planning to achieve the objectives, outcomes and standards. To carry out an effective learning, teachers must be able to communicate effectively, use appropriate learning models, conduct classroom management ; use resources creatively, understand individual differences in learning, teach, values and moral education, work effectively with parents, as well as assessing and reporting objectively. Keywords: professional teacher, teacher-centered, student-centered, effective learning, learning system Abstrak. Mengajar itu adalah seni, karena setiap guru yang mengajar memiliki gaya dan karakteristik tersendiri. Karena itu, setiap guru mengajar memiliki gaya dan teknik yang berbeda. Begitu juga penampilan, model, cara menyampaikan materi, penggunaan metode dan media maupun evaluasi. Dalam mengajar, diharapkan guru tidak terjebak dengan rutinitas mengajar secara tradisional (teacher-centered), yang menganggap peserta didik itu adalah sebuah “botol kosong” dan harus diisi dengan pengetahuan sebanyak-banyaknya. Konsep mengajar yang tradisional ini sudah lama menjadi isu dalam dunia pendidikan, tetapi faktanya di sekolah, sampai sekarang masih banyak guru yang melaksanakan cara-cara seperti itu. Permasalahannya adalah bagaimana mengubahparadigma guru untuk menjadi guru yang profesional ? Bagaimana guru mengembangkan sistem pembelajaran di sekolah ? Bagaimana melaksanakan pembelajaran yang efektif ? Bagaimana mempersiapkan guru untuk masa yang akan datang ? Untuk menjawab permasalahan ini, penulis mencoba melakukan kajian dari berbagai literatur dan hasil penelitian yang relevan. Untuk mengubah paradigma guru menjadi guru yang profesional, maka ada beberapa syarat yang harus dipenuhi. Pertama, guru harus memiliki kualifikasi dan kompetensi minimal sebagai calon guru. Di Indonesia, semua guru (TK, SD, SMP, SMA dan yang sederajat) minimal harus D.IV atau S.1 (Sarjana) yang relevan. Kedua, memahami tingkat perkembangan siswa. Ketiga, guru harus sering diberi kesempatan untuk mengikuti pelatihan tentang implementasi kurikulum dan pembelajaran sesuai dengan jenjang pendidikannya masing-masing. Keempat, tiap semester, guru diwajibkan untuk menerapkan salah satu model pembelajaran yang dapat mengaktifkan peserta didik (child-centered) di sekolah. Artinya, setiap semester guru harus mengganti model pembelajaran yang dianggap efektif dan relevan, sehingga dalam waktu satu tahun ada dua model pembelajaran yang betul-betul dikuasai guru secara praktis. Selanjutnya, untuk mengembangkan sistem pembelajaran di sekolah, ada beberapa hal yang harus dikuasai guru, antara lain pengembangan strategi yang harus dipertimbangkan, yaitu penguasaan bahasa asing (minimal bahasa Inggris), penguasaan kompetensi pedagogi, dan penguasaan ICT (information and communication technology).pembelajaran (perencanaan, pelaksanaan, dan evaluasi); pengorganisasian struktur kelas dan rutinitas; perencanaan untuk mencapai tujuan, hasil dan standar. Untuk melaksanakan pembelajaran yang efektif, maka guru harus mampu berkomunikasi secara efektif; menggunakan model pembelajaran yang tepat; manajemen kelas; menggunakan sumber daya secara kreatif; memahami perbedaan individu dan belajar; mengajar, nilai, dan pendidikan moral; bekerja secara efektif bersama orang tua; serta melakukan penilaian dan pelaporan secara objektif. Untuk mempersiapkan guru pada masa yang akan datang, ada tiga hal Kata Kunci : guru profesional, techer-centered, student-centered, pembelajaran yang efektif, sistem pembelajaran

The purpose of this paper is to provide information for a better understand of teaching styles and learning intentions may improve student learning. Another focus is identifying the advantages and disadvantages of the command, practice, reciprocal, task, guided discovery, problem solving and exploration styles of teaching, as well as knowing the differences between teacher-centered and student-centered styles of teaching. A last factor discussed is being aware of the variety of teaching style inventories available for use. [ABSTRACT FROM AUTHOR]

In this article, I draw on my experience as an instrumental tutor with a music program inspired by and explicitly linked to El Sistema, to explore new perspectives on Sistema-based pedagogy and management. Detailed ethnographic description of an orchestral session provides a first-hand account of the program's pedagogy, which I then contextualize within an analysis of the written directives and conversations that shaped and constrained practice. I argue that this program, a deliberate attempt to replicate the El Sistema model, recapitulates authoritarian, teacher-centered modes that marginalize the potential for children's creativity and agency, while obscuring these dynamics within an ideologically incoherent and ambivalent discourse that employs tropes of progressive education. I also demonstrate how tensions concerning the autocratic nature of the management structure and the program's instrumentalism and high ambition play themselves out in the written record, analyzing the discursive strategies which authorize the program's methods and the points at which they are vulnerable. [ABSTRACT FROM AUTHOR]

Highlights: [•] We assess the role of teacher involvement for students’ learning at botanical gardens. [•] Therefore we measured learning success of students at teacher- and student-centered workstations. [•] We found no differences in learning outcome between these approaches. [•] Students’ motivation was generally high, but did not differ between applied methods. [•] We show that constructivistic elements are more important than teacher involvement. [ABSTRACT FROM AUTHOR]

Fifty-six Chinese pre-service teachers from three four-year teacher normal universities were interviewed about their evaluation beliefs through two perspectives: student-centred (PSSC) and teacher-centred (PSTC). The analysis yielded five areas of evaluation belief structure (who, when, how, why to evaluate students and what to be evaluation beliefs) with various subcomponents: content, reasoning, applications and procedures. Yet, all fifty-six pre-service teachers prone to compromise their beliefs in the future teaching practice. Implications for reformers, educators and pre-service/in-service teachers include the need to provide a firmer grounding in teacher training, to explore the reliability of evaluation belief systems, and to develop feasible instrument based the analysis of interview data to confirm pre-service teachers' evaluation beliefs on a big scale. All of these endeavours are paid for the new educational policies carried on smoothly and descending the confliction among different beliefs from reformers, researchers and pre/in-service teachers. [ABSTRACT FROM AUTHOR]

In music education, current attention to student-centered approaches for learning affects our understanding of student assessment. This view to curriculum reform requires new perspectives for assessment. There is a need to move beyond the summative use of assessment to assign grades to examining the roles of assessment in supporting and enhancing learning. To this end, multiple roles of assessment are examined under three headings: (1) assessment of learning, (2) assessment for learning, and (3) assessment as learning. [ABSTRACT FROM PUBLISHER]

This paper, through case analysis employing analytical autoethnography, investigates the pedagogical approach employed in an introductory course to IFRS. This course is part of a professional accounting education program in South Africa. The analysis reflected the teacher-centered orientation of the pedagogy employed, despite warnings in the literature that such an approach may be inappropriate in educating future accounting professionals. The adopted approach has, however, contributed to the success of alumni in the professional accountancy examinations. Further, these graduates' technical proficiency ensures they are almost immediately productive in the real world. Whether these graduates have been provided with an adequate foundation for long-term career success is, however, debatable. [ABSTRACT FROM AUTHOR]

In a sequential mixed methods design, we sought to examine the relationship between teachers' beliefs and their instructional technology practices among technology-using teachers who worked at technology-rich schools to ultimately describe if change in practice toward a student-centered paradigm occurred. The integrated mixed-methods results provide evidence for the following: (a) teachers use technology most frequently for preparation, management, and administrative purposes; (b) teachers' use of technology to support student-centered practice is rare even among those who work at technology-rich schools and hold student-centered beliefs; (c) teachers in technology-rich schools continue to use technology in ways that support their already existing teacher-centered instructional practices. We conclude that future technology professional development efforts need to focus on integration of technology into curriculum via student-centered pedagogy while attending to multiple contextual conditions under which teacher practice takes place. Future technology research must use mixed methods and consider teachers' beliefs if change in practice is the desired outcome. [ABSTRACT FROM AUTHOR]

In this article the preschool education in China and the United States are compared, based on the factors that influence the preschool education in each country as well as the characteristics of the preschool education in each culture. The preschool education in both countries has its strengths and weaknesses, which result from their respective cultural tradition, philosophical doctrines and educational system. But if preschools in different cultures can learn from each other and avoid its weaknesses, our children will be more healthily nurtured, motivated and developed. [ABSTRACT FROM AUTHOR]

Abstract: In the study reported here, I compare Learner-Centered Battery (a questionnaire of students’ perceptions of the classroom) results and the observation and interview data gathered in one sixth-grade classroom noting first a discrepancy between the descriptions of the classroom that stems from each. I review this discrepancy, highlighting a need for triangulation using different types of data collection methods so as to better understand this particular classroom. Further, the analysis indicates that principles of a learner-centered perspective can be embedded within a traditional teacher-centered environment, at least for this particular classroom. [Copyright &y& Elsevier]

This study investigated the current practice of learning, teaching and assessment in science, particularly in classrooms at primary level in a division of Bangladesh. In addition, this study also focused on the role of DPEd program in the development of the professional preparation of teachers' for improving their quality of science teaching. For the purpose of this study, a mixed method research design which used both quantitative and qualitative method to gather and analyse data. A random stratified sampling process was used to select 150 primary science teachers and 60 students in grade 5 (10 + years) students for collecting quantitative data while a purposeful sampling process was used for qualitative inquiry. Qualitative data was obtained through analysis of the national documents and the interviews of Head teachers of primary schools, Assistant Upazila (Sub-district) Education Officers and Instructors of Primary Training Institutes (PTI) and Upazila Resource Centers. Quantitative data was analysed by using descriptive statistics and qualitative data was transcribed and labelled into emerging themes. A triangulation technique was used to establish the findings of this study. The findings of this study revealed that the present practice of learning and teaching science is mostly teacher centred with little active pupil participation, limited opportunity for hands on activity and discussion. The major barriers for teachers' to teach science effectively were large class sizes, insufficient materials, lack of teacher's knowledge and skills, absence of assessment for learning strategies, inadequate opportunities for professional development and poor quality of support from the stakeholders. The current DPEd program has consist of limited focus on hands of activities, insufficient learning assessment capacity of the PTI instructors, and a lack of teacher monitoring in placement schools during training. The basic recommendation suggested by this research is to enhance the use of an inquiry oriented science learning and teaching approach with associated assessment for learning strategies for ensuring the quality of science learning and teaching. For preparing a better quality teacher, ensuring subject based training and to review the current teacher training program is further suggested. The result of this study can be used for future development of science learning and teaching practice at elementary level in Bangladesh and similar other developing countries., Competing Interests: The authors declare no conflict of interest., (© 2021 Published by Elsevier Ltd.)