Case Study of Co-teachers’ Learner Centered Beliefs about Learners, Learning, and Teaching

Abstract

Overall, a primary goal of the Learner-Centered Model (LCM) is for students to learn skills that help them become college and career ready. The LCM supports the student holistically in the educational environment. This particular LCM requires the teacher to evaluate and to utilize methods that support the students’ cognitive, developmental, social, and individual growth. This qualitative case study focused on exploration of the knowledge, approaches, applications, and beliefs of co-teachers working in a LCM. Using structured interviews, middle school co-teachers were asked to discuss their approaches in the classroom. The study group also completed Assessment of Learner Centered Practices (ALCP) Teacher Belief Survey; the survey assessed beliefs related to Learner-Centered Principles. Three major findings were identified. As a group, the teachers provided examples of each of the Learner-Centered principles; however, the results were not consistent. Individually, some teachers were delivery-centered, some demonstrated mixed beliefs, and some were learner-centered. Second, the teachers provided limited examples related to use of higher order thinking and motivation to learn. Third, with respect to the LCM, the belief systems of