Date of Publication

3-2011

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Biology

Subject Categories

Biology | Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Maricar S. Prudente

Defense Panel Chair

Auxencia A. Limjap

Defense Panel Member

Minie Rose C. Lapinid
Socorro E. Aguja

Abstract/Summary

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.

Abstract Format

html

Language

English

Format

Electronic

Electronic File Format

MS WORD

Accession Number

CDTG004927

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc. ; 4 3/4 in.

Keywords

Student-centered learning—Cambodia—Kandal Province; Biology teachers—Cambodia—Kandal Province—Psychology

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Embargo Period

4-25-2022

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