What Student-centered Learning Brings to Students and Teachers? : A Qualitative Study of Elementary School Teachers’ Reflection in China
Huang, Yawen (2024)
Huang, Yawen
2024
Master's Programme in Teaching, Learning and Media Education
Kasvatustieteiden ja kulttuurin tiedekunta - Faculty of Education and Culture
This publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.
Hyväksymispäivämäärä
2024-12-02
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-2024112910644
https://urn.fi/URN:NBN:fi:tuni-2024112910644
Tiivistelmä
This study investigates student-centered learning from the perspective of elementary school teachers in a Chinese context. The aim is to explore teachers’ understanding, implementation and perceptions of student-centered learning in China. I conducted the study using a qualitative approach in which thematic analysis across 10 participants revealed three main themes. The results show that teachers have high endorsement of student-centered learning and willingness to adopt it in their teaching, but different teachers use student-centered learning to different degrees and emphases, influenced by the fact that it brings great benefits while posing challenges not only to students and teachers but also to the educational environment. The findings of this study show some of the controversies and challenges in implementing student-centered approaches in China and provides the grounds for further discussion on the importance of enhancing teacher education and support teacher in the implementation of student-centered learning. The study also discusses how investing in more support for developing student-centered learning in China will help prioritising the improvement of the educational environment. The empirical findings enrich the literature on the application of student-centered learning in the Chinese context and provide evidence on the ways to improve the Chinese education system in supporting teachers in the practice of student-centered learning.