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Despite adopting curriculum based competence in 2005 teacher remains less reluctant to integrate learner centered design in their instructional practice?
Despite adopting curriculum based competence in 2005 teacher remains less reluctant to integrate learner centered design in their instructional practice?
Curriculum
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Oct 26, 2023
There could be several reasons why teachers may be less reluctant to integrate learner-centered design in their instructional practice, despite adopting curriculum-based competence in 2005. Some possible explanations include:
1. Lack of training and support: Teachers may not have received adequate training or support in implementing learner-centered design. They may feel more comfortable sticking to the traditional curriculum-based approach because they are more familiar with it and have been trained in that method.
2. Time constraints: Teachers often have limited time to plan and deliver instruction. Implementing learner-centered design requires more time and effort in designing and facilitating student-centered activities and assessments. Teachers may feel overwhelmed by the additional workload and choose to stick to the more familiar curriculum-based approach.
3. Pressure to cover content: In some educational systems, there may be pressure on teachers to cover a specific curriculum within a given timeframe. This pressure can make teachers reluctant to deviate from the prescribed curriculum and explore learner-centered approaches that may require more flexibility and time.
4. Assessment and accountability: Many educational systems have standardized assessments and accountability measures that focus on content mastery. Teachers may feel that a curriculum-based approach aligns better with these assessments and ensures that students meet the required standards.
5. Resistance to change: Change can be challenging for individuals, including teachers. Some teachers may be resistant to adopting new instructional approaches, especially if they have been successful with the curriculum-based approach in the past. They may be hesitant to try new methods that they perceive as risky or unproven.
Overall, the reluctance to integrate learner-centered design in instructional practice despite adopting curriculum-based competence in 2005 can be attributed to a combination of factors, including lack of training and support, time constraints, pressure to cover content, assessment and accountability measures, and resistance to change.