Learning Responsibility and Balance of Power

Cam S. S., Oruc E. U.

INTERNATIONAL JOURNAL OF INSTRUCTION, vol.7, no.1, pp.5-16, 2014 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 7 Issue: 1
  • Publication Date: 2014
  • Journal Name: INTERNATIONAL JOURNAL OF INSTRUCTION
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus
  • Page Numbers: pp.5-16
  • Eskisehir Osmangazi University Affiliated: Yes

Abstract

This qualitative study aims to determine teacher perspectives on learning responsibility and balance of power. The research design is case study which was conducted on four primary school teachers. The data were collected with semi-structured interviews and the data obtained were analyzed with categorical analysis, a type of content analysis. The findings suggest that teachers think that learner should be at the center of teaching with LCT and they are incapable of applying learner-center teaching. It has been found that the class size and loaded teaching programs prevent them to apply LCT. Therefore, there have been some recommendations about the LCT by the researchers of the study.