Наукові статті

«Centred» approaches in the education theory and practice: pros and cons

Чернишов, В.В.

The paper analyses two “centred” approaches in contemporary education – the teacher-centred approach and the student-centred approach. In recent decades, these two educational approaches have been a point of analysis (and often even discord) among the scholars and writers who write on both the theory and practice of education in general or on a particular educational level – from the kindergarten to universities. The contemporary tendency finds more proponents of the student-centre education, as the teacher-centred education is being usually represented as an out-of-date educational practice, which is unable to bring any positive results in today’s classroom. The analysis of these discussions about the “centred” approaches in education shows that the very terms “the student-centred education” and “the teacher-centred education” are quite ambiguous and used with dif ferent meaning by different authors. Yet, the major tendencies of the issue allow to trace these discussions back to the same roots, which can be found in the standpoints of a number of the authors who called to reforms in education since the eighteenth century, such as Jean-Jacques Rousseau, Pestalozzi, Froebel, John Dewey, and some others. It results into conclusion that the “centred” approaches of today are the rudiments of the Modern project.

English

2024

teacher-centred approach

Дрогобицький державний педагогічний університет імені Івана Франка

Balatska О.L. «Centred» approaches in the education theory and practice: pros and cons / О.L. Balatska, V.V. Chernyshov // Актуальнi питання гуманiтарних наук : міжвуз. зб. наук. пр. молодих вчених Дрогоб. держ. пед. ун-ту ім. Івана Франка. – Дрогобич : Гельветика, 2024. – Вип. 76. Т. 3. – С. 148 – 153 – DOI https://doi.org/10.24919/2308-4863/76-3-25

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