An Exploration of Ethiopian Technical and Vocational Training Institute English Teachers’ Views and Classroom Application of Student-Centered Learning Principles
DOI:
https://doi.org/10.69475/RATEI.2024.2.2Keywords:
student-centered, teacher-centered, formative assessment, summative assessment, traineeAbstract
This study examined the perceptions and practices of Federal Democratic Republic of Ethiopian Technical and Vocational Training Institute English teachers regarding student-centered learning. Interviews, focus group discussion and classroom observations revealed that while teachers generally hold positive attitudes towards student-centered approaches, their actual classroom practices often remain teacher-centered, heavily relying on textbooks and overlooking trainees' interests. The study identified several challenges, including a lack of practical skills for implementing student-centered methods, the constraints of summative assessments, and the need for continuous formative feedback. Addressing the gap between theory and practice will require professional development that integrates practical experience and the implementation of flexible policies that support teacher autonomy and curricula tailored to trainees' needs. These findings provide valuable insights into the contextual challenges faced by educators and suggest ways to better align teaching practices with the evolving demands of the workforce through ongoing improvement and localized responsiveness.
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