TEACHERS VIEWS ON STUDENT CENTERED APPROACH AND IT’S IMPLEMENTATION CHALLENGES.

Abstract

This study seeks to unveil reasons for the usage of the traditional teacher-centered approach in the classroom, and teachers' views so they would be able to implement a student-centered approach in their daily practices. Findings in preliminary observations done by administration show that teachers have partial understanding of student-centered approach, but in observations done by administration only limited parts of this approach are used in everyday practice. Understanding of child development, needs, and individuality are showing the benefits of constructivist approach, especially if we know that children in-between age of 6 and 9 have limited attention span (Tremolada et al.,2019), and that best way for them to learn is to use their natural curiosity and motivation (Shonkof et al., 2018).Different researches and authors have revealed different reasons for changing in-between approaches. Some of them show that one of the reasons is the urgent need for standardized testing that measures reproductive knowledge that is numerically evaluated. Due to this kind of assessment and the quantity of material they have to cover, teachers easily turn toward a teacher-centered approach (Buskirk-Cohe & Duncan, 2011).Standardized tests provide information that helps support critically important tasks for educators and the public (L Agrey. (2004).In addition, Seeshing Yeung et al. (2013) research shows that teacher self-concept and value play a vital role in applying a student-centered approach. Teachers' implicit pedagogy significantly influences an educational context. According to Jordan (2004),one more component influences the educational process. Intersubjective relations are explained as an invisible relational component that affects the quality of relationships between all subjects of the educational process.

Drewette-Card (2017) is implying that teachers do not have enough practical knowledge to be able to implement a student-centered approach into their everyday practice. From this perspective teachers need constant support in professional development so they can independently apply a student-centered approach and reflect on their practices.