Biology teacher beliefs and practices on learner-centeredness: Perspectives from lower secondary school, Kandal Province, Cambodia

• Main Author: Kheam, Sokha
• Format: text
• Language: English
• Published: Animo Repository 2011
• Subjects: Student-centered learning—Cambodia—Kandal Province; Biology teachers—Cambodia—Kandal Province—Psychology; Biology; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/6586; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/12964/viewcontent/CDTG004927_P.pdf
• Institution: De La Salle University

This study investigated teacher beliefs regarding learners, learning and teaching, classroom practices, competencies and adolescences as well as the translation of beliefs into their teaching practices. This study employed descriptive research survey and case study research design—exploratory and triangulation which included lower secondary biology teachers (n=13) and students (n=543) for the surveys, selected biology teachers (n=8) for focus group discussion and selected teachers (n=4) for classroom observation from four selected lower secondary schools in Kandal province, Cambodia. Through the uses of five instruments such as learner-centered battery teacher survey (LCBTS), learner-centered battery student survey (LCBSS), classroom observation protocol (COP), lesson plan (LP) and focus group discussion (FGD), teacher beliefs and the translation of beliefs into their practice were explored. The findings of this study showed that teacher beliefs regarding learners, learning and teaching, classroom practices were seemingly learner centered; however, students perceiving about their teacher beliefs was just moving toward learner centered. In contrast, teacher beliefs about competencies and adolescences were leaning toward learner centered. Although teachers believed in learner centeredness, the translation of beliefs into their teaching practices were not generally observed. It further explored the main challenges which are the obstacles in the application of learner centered approach in their classroom. These observed constraints needs to be addressed in a strategic mean by looking to develop more teacher professional development trainings Biology Teacher Beliefs and Practices on Learner-Centeredness on pedagogies regarding learner centered methodology, content knowledge and other related application factors.