Abstract
This study explored Ethiopian Technical and Vocational Training Institute English teachers' perceptions and practices of student-centered learning. The interviews and observations results revealed positive teacher attitudes towards student-centered approaches, but classroom practices often remained teacher-centered and reliant on textbooks, disregarding student interests. Challenges included a lack of practical implementation skills, conflicting summative assessments, and the need for continuous formative feedback. Bridging the conceptual-practical divide requires practice-integrated professional development and flexible policies to support autonomy and experience- driven curricula. These findings contribute to understanding contextual realities and refining alignment with evolving workforce demands through ongoing improvement and localized responsiveness.
Recommended Citation
Shewangizaw, Gashaw
(2024)
"Teachers’ Perception and Practices of Learner-Centered Methods in English Language Teaching,"
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan: Vol. 9:
No.
5, Article 4.
Available at:
https://citeus.um.ac.id/jptpp/vol9/iss5/4