Learner-centred teaching style: perceptions and practices of teachers

Abstract

Primary school principals and teachers were interviewed and observed to generate criteria that could identify a learner-centred teaching style. The data indicated two models of learner-centred teaching in schools. The first model infers that learning follows a pre-determined sequence which can be catered for once needs are determined; and the second, that learning is a complex process and providing for the complexity of the individuals in a class is achieved more effectively through an holistic approach. The implication of the first model is that the locus of control for learning is the prerogative of the teacher, whereas in the second, teachers and students share ownership.