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Below please find a list of definitions for the term that
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What is Teaching Philosophy

Chapter 20

Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development

This refers to the critical reflection that informs an instructor’s approach to scholarship, teaching and learning.

Published in Chapter:

Learner-Centered Pedagogies: A Critical Review of the Use and Implications for Learner-Centered Pedagogies

Anne W. Kanga (Catholic University of Eastern Africa, Kenya)

Source Title: Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development

DOI: 10.4018/978-1-5225-0892-2.ch020

Abstract

This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.