Learning Responsibility and Balance Of Power

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dc.contributor.authorCAM, Sefika Sumeyye
dc.contributor.authorORUC, Eylem Unal
dc.date.accessioned2022-03-22T10:05:39Z
dc.date.available2022-03-22T10:05:39Z
dc.date.issued2014
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThis qualitative study aims to determine teacher perspectives on learning responsibility and balance of power. The research design is case study which was conducted on four primary school teachers. The data were collected with semistructured interviews and the data obtained were analyzed with categorical analysis, a type of content analysis. The findings suggest that teachers think that learner should be at the center of teaching with LCT and they are incapable of applying learner-center teaching. It has been found that the class size and loaded teaching programs prevent them to apply LCT. Therefore, there have been some recommendations about the LCT by the researchers of the study.en_US
dc.identifier.citationCam, S. S. & Oruc, E. U. (2013). Learning Responsibility and Balance Of Power . International Journal of Instruction , 7 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5136/69982en_US
dc.identifier.urihttps://hdl.handle.net/11616/56913
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleLearning Responsibility and Balance Of Poweren_US
dc.typeArticleen_US

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