Aligning Means and Goals: Insights from Professional Development to Promote Learner-Centered Education in Cambodia

Autor/inn/en	Eastman, Dennis; Bishop, Carolyn; Block, Nicholas C.
Titel	Aligning Means and Goals: Insights from Professional Development to Promote Learner-Centered Education in Cambodia
Quelle	In: International Journal of Christianity & Education, 27 (2023) 2, S.123-141 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Block, Nicholas C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9971
DOI	10.1177/20569971221100505
Schlagwörter	Faculty Development; Student Centered Learning; Religious Schools; Religious Education; Teacher Attitudes; Self Efficacy; Feedback (Response); Teaching Methods; Teacher Leadership; Foreign Countries; Outcomes of Education; Educational History; Program Descriptions; Communities of Practice; Cambodia + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfunktionsstelle; Ausland; Lernleistung; Schulerfolg; History of education; Bildungsgeschichte; Community; Kambodscha
Abstract	As part of a multi-year project within a network of Cambodian Christian schools, researchers facilitated training with the purpose of strengthening learner-centered education. To support teachers to grow beyond previous training, leaders ensured that the structure of the training was carefully aligned with intended outcomes. Informed by questionnaires that measured teacher confidence with varied tasks, and also by teacher feedback, researchers found evidence that it was helpful that the training was delivered in a manner consistent with principles of servant leadership and that it actually modeled learner-centered education so that teachers could integrate new pedagogies into their own classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01