Student-Centred Pedagogy in Turkey: Conceptualisations, Interpretations and Practices

Autor/in	Altinyelken, Hulya Kosar
Titel	Student-Centred Pedagogy in Turkey: Conceptualisations, Interpretations and Practices
Quelle	In: Journal of Education Policy, 26 (2011) 2, S.137-160 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Educational Change; Foreign Countries; Teaching Methods; Student Centered Curriculum; Elementary Schools; Case Studies; Teacher Attitudes; Elementary School Teachers; Classroom Techniques; Teacher Education; Class Size; Educational Resources; Student Evaluation; Parent Attitudes; Student Reaction; Resistance (Psychology); Turkey + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; Case study; Fallstudie; Case Study; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Klassenführung; Lehrerausbildung; Lehrerbildung; Klassengröße; Bildungsmittel; Schulnote; Studentische Bewertung; Elternverhalten; Schülerkritik; Resistenz; Türkei
Abstract	The purpose of this article is to explore recent curricular reforms to advocate student-centred pedagogy (SCP) in primary schools in Turkey. By using a case study approach, the article examines teacher views on SCP, classroom practices and perceived challenges in implementation process. The study highlights some of the unintended consequences of SCP in Turkey (such as parental over-involvement in performance and research assignments) and discusses a number of issues that seemed to interfere with teachers' efforts to implement SCP. In line with similar studies in other parts of the world, teachers in Turkey appeared to be concerned with poor teacher training, large classes, material scarcity, examination system, parental opposition and inadequate student responsiveness. The article suggests that instead of focusing on the "problematisation" of implementation process and, in particular, teachers, efforts should be made to develop and apply more structured alternative approaches. While considering promising pedagogical approaches elsewhere, such efforts should also draw more inspiration from Turkish educationalists and scholars in order to develop a more culturally responsive pedagogy, which better suits the social, economic and political realities of Turkish society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10