Professional and curriculum development for high school teachers using teaching techniques, structures, and strategies to promote a student-centered learning

Abstract

Between 1945 and 1989, traditional education was carried out in Romania. Despite knowing the advantages of a student-centered curriculum, nowadays teachers lack the skills to put theory into practice. This study follows a qualitative research design, precisely practical action research. The instruments for data collection include literature, interviews, observation, documents, and the researcher’s abilities. The TABA inductive method was used to analyze the data. Trustworthiness is ensured by credibility, dependability, transferability, and confirmability. The results indicated that teachers use some teaching processes spontaneously and are aware of the need to teach in a student-centered style. Following the training, they realize that their skills in implementing student-centered processes have improved. Also, the researcher’s skills as a teacher and trainer have improved. Teachers are eager to teach in an interactive, student-centered way, acknowledging that this is the best method for students nowadays. The training helps the school, the students, and the teachers, and helps the researcher develop professionally.

Keywords

• Student-centered teaching
• action research
• teaching processes
• professional development
• teachers’ training
• Romania