Learner- Center Instruction in Teacher Training Institutes of Amhara Region
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Date
2000-05
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Addis Ababa University
Abstract
Teaching-learning process in Ethiopian educational institutions is intended
to be more of learner-centered, for it would result in a better student learning.
In light of this assumption, this study was designed to test whether the
teaching-learning process in TTIs of Amhara Region was oriented more towards
learner-centered instruction or teacher-centered instruction. The study was
also directed towards identifying problems encountered by the TTIs in applying
learner-centered instructional methods.
To this effect necessary data was gathered uSing observation checklist
having six major instructional dimensions, sublimented by questionnaire and
photograph camera.
Observational data was secured from 13 randomly selected English
Language Classrooms out of a total of 26 sections of the TTIs. Questionnaire
data, on the other hand, was collected from 13 respondents (seven English
Language Teachers, two Language Department Heads, and four Principals and
Vice-principals) who are selected based on availabl'lity sampling. The collected
data was then analyzed using percentage methods of data analysis.
The results of the study indicated that all dimensions of instruction,
except class arrangement and resources, tended to associate more to teachercentered
instructional approach than learner-centered instructional approach.
It was also found out that poor institutional facilities, cynicism and sabotage of
some personnel, teachers' lack of knowledge and skills on learner-centered
teaching methods, and inadequacy of time were the major problems that hindered
the teaching-learning approach from being more of learner-centered.
At last, exchange of experiences between TTIs, arrangement of
continuous short-term in-service teacher education, and principals' commitment
in improving educational facilities and fostering healthy educational environment
are forwarded, as recommendations, to mitigate the problems.
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Keywords
Learner-Centered Instruction