Abstract

Teachers’ approaches to teaching are essential in leading student learning and form an essential basis for the approaches to study made by students [1] [2]. Studies on teacher-centered and student-centered approaches reveals that two approaches to teaching are used the teachers, who concentrate on lecture and the content, in other words having a teachercentered approach, realize teaching primarily as the
transmission of knowledge. Thus, they emphasize on structuring, organizing, and delivering the course content to make it easy to understand for students. On the contrary, teachers viewing teaching as a construction of knowledge of students, processes facilitating students’ scholarship or supporting conceptual change in students, are categorized as student-centered in their approach to teaching.
These teachers concentrate on what students are doing. They not only encourage the students to gain knowledge but also activate them [3] [4] [5] [6] [7]. Guidance on effective teaching practices can be found through the availability of extensive amounts of empirical study on learning and teaching at higher education institutions. Rather than focusing on acquisition of life-wide/life-long learning skills, curricula often highlight content coverage.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0150
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada