Trainee teachers’ observation of learner-centred instruction and assessment as applied by History and Social Sciences teachers.

Abstract

A growing body of research shows that the overall quality of teaching and learning
\nis improved when learners have the opportunity to become actively involved in the
\nlearning process through which ample opportunities are given to question, apply
\nand consolidate new knowledge. With the dawning of a new South Africa in 1994,
\nmore emphasis was placed on learner-centred instruction and assessment which
\nis the reason why policy documents such as the National Curriculum Statement
\n(NCS) and the Curriculum and Assessment Policy Statement (CAPS) endorsed
\nthis educational approach. The aim of this study is to investigate through the
\nobservation of trainee teachers to what extent History and Social Sciences teachers
\nhave adjusted from their predominately traditional educational paradigm of
\ntransmitted and absorbed knowledge by passive learners to employ different learnercentred
\ninstructional and assessment practices that emphasise the responsibility of
\nlearning into actively engaging learners.
\nBy means of a structured questionnaire a small scale study (n=51) was done
\nin urban, rural, township, and private schools in the North West and Gauteng
\nprovinces. The findings, inter alia, suggest that although History and Social Sciences
\nteachers showed a willingness to utilise some of the learner-centred instruction
\nstrategies, their tendency to implement the traditional teacher-centred instruction
\nstrategies were much stronger. The findings further show that teachers preferred to
\nbe the primary assessors of the learning results.