Professional and Organizational Development Network in Higher Education
To Improve the Academy: A Journal of Educational Development
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Date of this Version
2003
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2003) 21; doi: 10.3998/tia.17063888.0021.013
Abstract
Learner-centered teaching challenges teachers with inherent conflicts and can be viewed as a conflicted educational helping relationship. This chapter explores fundamental conflicts in learner-centered teaching as well as ways to handle them constructively. Learner-centered teacher integrity is seen as the degree to which contradictory demands on the teacher (e.g., facilitating learning as well as evaluating it) are brought into synergistic relationship. A process for enhancing these synergies is suggested. This discussion emerges from a line of work that attempts to further develop the learner-centered teaching role in higher education (Robertson, 1996, 1997, 1999a, 1999b, 2000a, 2000b, 2000c, 2001).
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND