This, in my opinion, is central to understanding student-centred learning. As educators, we are responsible for the meaningfully contextualised dissemination of knowledge among our students in such a way that gradually they learn to stand at a distance from any set of contents. This distancing in turn, aided by their teachers' didactic proposals, can enable them to develop their own critical perspectives on their learning process as well as on the content they are trying to learn. Thus, their learning outcomes depend greatly both on their own appraisal of its scope and applicability as well as on the teachers' appraisal of the scope and applicability of their corresponding curriculum content.
Moving from a didactic perspective to a pedagogical approach
by María Cecilia Cuello -
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