Are You Teacher-Centered, Student-Centered, or Mixed?

Avelino G. Ignacio Jr., Associate Professor, Research Program Component Head at Bulacan State University, Philippines

At the classroom level, student-centered learning (SCL) focuses on students actively participating in learning processes while taking charge of their plans and decisions. On the other hand, teachers facilitate interaction and learning opportunities. However, to shift towards SCL practices, teachers must reflect on their beliefs that can hinder change, as altering one's belief system is challenging.

From a sociocultural perspective, teacher beliefs are "individual, subjectively true and value-laden mental constructs that are of relatively stable results of substantial social experience and that have a significant impact on one's interpretations of and contributions to classroom practices." (Skott, 2015, p. 19)

These beliefs involve mental patterns in sociocultural settings where individuals gain experiences. Through this lens, we can say that teachers' instructional beliefs are interconnected with what they have experienced. For instance, regarding the impact of teacher beliefs on practices, although teachers had strong beliefs about student-centered teaching and learning (SCTL), some may return to more traditional ones, both pedagogy and assessments, due to a lack of experience and knowledge. It supports a teacher's adoption and realization of their instructional-related practices. Explicitly, teachers with traditional foundations of beliefs and experiences are assumed to use didactic teaching practices while those with constructivist beliefs and experiences are more expected to use SCTL practices. As a socioculturally shaped mental construct, the teacher's beliefs may serve as a means for understanding why and how things are done and should be. In light of the working definition of teacher beliefs, I want to propose a framework of teachers' instructional beliefs from an initial exploration in the Philippines.

Teacher-as-Knowledge Dispenser Belief

This teacher-centered belief views teachers as dispensers of knowledge that fills young minds with concepts they need to learn. In this belief, students give their trust and confidence in acquiring and developing learning to substantially competent teachers. As an expectation, they are assumed to obtain all the required information teachers would like to dispense, highlighting the imperative conduct of knowledge dispensation.

Teacher-as Reliable Improver Belief

The teacher-as-reliable improver is a mixed teacher-centered and student-centered belief that views the teacher as a dependable improver shaping, molding, and honing students to become successful society members. In turn, students explore and construct knowledge, which will later be improved and refined through participation with the teacher's dispended necessary information. They are supposed to improve as teachers become reliable and consistent in safeguarding participation efforts, highlighting the formation of space for student-teacher collaboration after dispensing knowledge.

“As a socioculturally shaped mental construct, the teacher's beliefs may serve as a means for understanding why and how things are done and should be.”

Teacher-as-Equity Promoter Belief

Combining teacher-centered and student-centered approaches results in a belief that views teachers as promoters of equity and are patient and persistent. Students seek help to meet their individual needs and answer their queries while dispensing knowledge when necessary. They then receive equity from positive, patient, and passionate teachers.

Teacher-as-Strategic Scaffolder Belief

This teacher-as-strategic scaffolder is a student-centered belief that sees teachers as facilitators who encourage student metacognition. Students express themselves freely, as errors and failures are not just hindrances but gateways and scaffolds to reaching next-level learning opportunities. Students are assumed to be diligent in exploring unfamiliar topics, learning in their own way, and maximizing educational opportunities since every student is unique and capable of learning. It showcases combining, extending, and maximizing all knowledge, experiences, and learning opportunities to align with and attain learning objectives.