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dc.contributor.authorBremner, N
dc.date.accessioned2022-01-06T13:37:53Z
dc.date.issued2022-02-28
dc.date.updated2022-01-06T12:29:44Z
dc.description.abstractDespite a recent influx of conceptual studies on the topic of ‘learner-centered education’ (LCE), the term continues to be interpreted inconsistently by a wide range of stakeholders. This study develops previous quantitative work on teachers’ understandings of LCE by exploring the perspectives of 16 Colombian EFL teachers. The methods consisted of semi-structured interviews based on a pre-interview questionnaire, which included both ‘open response’ and ‘closed response’ components. The study found similarities between participants’ views and the findings of previous quantitative research. Participants considered LCE to be a multifaceted term, but placed more emphasis on ‘practical’ classroom-based aspects (‘Active participation’) than those aspects implying changes to teacher-student relationships and epistemology (‘Power sharing’ and ‘Higher order skills’). Certain interpretations of LCE were considered more important by the study participants than is typically evident in the literature (notably ‘Formative assessment’, ‘Metacognition’ and ‘Humanistic role’), suggesting that a wider range of aspects could be taken into account as part of a more flexible approach to defining LCE. Differences were also found between aspects mentioned in participants’ initial ‘open response’ definitions, compared to their later ‘closed response’ questions, which may have implications for future conceptual research exploring stakeholder perspectives.en_GB
dc.identifier.citationVol. 25 (4)en_GB
dc.identifier.urihttp://hdl.handle.net/10871/128315
dc.language.isoenen_GB
dc.publisherTESL-EJ Publicationsen_GB
dc.relation.urlhttps://www.tesl-ej.org/wordpress/issues/volume25/ej100/ej100a12/
dc.rights© 2022 Author. Open access under a CC BY-NC-ND licenceen_GB
dc.subjectstudent-centered educationen_GB
dc.subjectlearner-centered educationen_GB
dc.subjectstudent-centred educationen_GB
dc.subjectlearner-centred educationen_GB
dc.subjectstudent-centered learningen_GB
dc.subjectstudent-centred learningen_GB
dc.titleWhat is Learner-Centered Education? A Qualitative Study Exploring the Perspectives of English Language Teachers in Colombiaen_GB
dc.typeArticleen_GB
dc.date.available2022-01-06T13:37:53Z
dc.identifier.issn1072-4303
dc.descriptionThis is the final version. Available on open access from TESL-EJ Publications via the DOI in this recorden_GB
dc.identifier.journalTESL-EJen_GB
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en_GB
dcterms.dateAccepted2021-12-17
rioxxterms.versionVoRen_GB
rioxxterms.licenseref.startdate2021-12-17
rioxxterms.typeJournal Article/Reviewen_GB
refterms.dateFCD2022-01-06T12:29:47Z
refterms.versionFCDAM
refterms.dateFOA2022-03-02T13:10:25Z
refterms.panelCen_GB


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© 2022 Author. Open access under a CC BY-NC-ND licence
Except where otherwise noted, this item's licence is described as © 2022 Author. Open access under a CC BY-NC-ND licence