Teachers’ Practices And Challenges Of Learner-Centered Approach

The learner-centered approach ensures quality education with the new philosophy that emphasizes the active role of learners in acquiring knowledge,skills,and competencies.Though,its practice in most developing countries,including Eritrea is experiencing many challenges.The present study was,therefore conducted to investigate teachers’ current practices and barriers in implementing the learner-centered approach.Mixed method approach was used to collect the data,the participants of the quantitative study were teachers’(N=170)working in eight Eritrean secondary schools in Asmara,and qualitative study has also been done in four of the eight secondary schools for the respective teachers’,pedagogical heads and principals’(N=24).A self-report questionnaire and focus group discussion were employed to materialize the quantitative and qualitative data respectively.Descriptive statistics and top-down thematic analysis approach were used in data analyses.The qualitative findings showed that the current practice of the learner-centered approach in secondary schools is still on its embryonic stage experiencing many challenges towards its improvement.Similarly,findings of the quantitative data indicated that the relatively fairly practiced factors were Self-regulation,collaborative and authentic learning as well as social and emotional support.However,assessment for learning followed by personalized and customized learning were the least practiced factors.Besides,except the teachers’attitude and their knowledge about the learner-centered approach,the items such as lack of resources,lack of time,exam-based assessment,subject culture,institutional barriers,students’ attitude towards a learner-centered approach,crowded classes were reported as barriers in implementing the learner-centered approach.Investigating teachers’ current practices and barriers of Learner-centered approach will offer insights and messages to the curriculum developers,policy makers and teacher educators in Eritrea.