ასოცირებული პროფესორი; უფროსი, ინგლისური ფილოლოგიის დეპარტამენტი; ხარისხის უზრუნველყოფის სამსახური, აკაკი წერეთლის სახელმწიფო უნივერსიტეტი, ქუთაისი, საქართველო
ასოცირებული პროფესორი, ინგლისური ფილოლოგიის დეპარტამენტი, აკაკი წერეთლის სახელმწიფო უნივერსიტეტი, ქუთაისი, საქართველო
A student-centered Approach Teaching Language Area Studies
(მასწავლებელთა გადამზადება (TT) / ტრენერთა ტრენინგი (TOT) / სწავლა მთელი სიცოცხლის მანძილზე (LLL))
Introduction and aim: This article presents a reflective case study analysis of an attempt to enhance student learning through the introduction of student-centered teaching methods in a BA level program English Philology, namely the course “Area Studies”. The introduction of a range of specific techniques, group work, and simulation, is reflected upon. The article concludes that the re-orientation of the curriculum toward student-centeredness in this case had a positive effect on student performance, learning experience and subject evaluation. However, the analysis also found that students continued to place value on more formal teaching methods, as the skills to analyze the material and make synthesis is still a problem.
Learner-centered teaching methods shift the focus of activity from the teacher to the learners. These methods include active learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class; and inductive teaching and learning, in which students are first presented with challenges (questions or problems) and learn the course material in the context of addressing the challenges. Inductive methodology was introduced to achieve intended learning outcomes of the course.
Research methodology: The teaching strategy run over inquiry-based learning which is a teaching method that focuses on student investigation and hands-on learning. In this method, the teacher’s primary role is that of a facilitator, providing guidance and support for students through the learning process. Inquiry-based learning falls under the student-centered approach, in that students play an active and participatory role in their own learning process.
Results and implications: The course Area Studies has been delivered at ATSU since 2011. It is an elective course and about 60 students choose the course each year. The shift of pedagogical paradigm from teacher-centered approach revealed the following problems and perspectives. Students engagement within the study processes has been increased, it also revealed the problem that the students do not have the skills to take the responsibility of their study.
Conclusion: Student learning within the course is measured through both formal and informal forms of assessment, including group projects, student portfolios, and class participation. The changes in assessment system has been made.
Keywords: research methods, student-centered learning, small group teaching