Teachers' and Students' Role in the Learner-Centered Classrooms: Experiences from Namibia

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Author(s): Angelina Popyeni Amushigamo (University of Namibia, Namibia)
Copyright: 2021
Pages: 14
Source title: Research Anthology on Developing Critical Thinking Skills in Students
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-3022-1.ch041

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

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Abstract

Prior to Namibia's independence in 1990, the role of the teacher in an educational environment has been defined as the transmission of information to students, and the teacher was regarded as the all-knowing person in the classroom, who slavishly followed the textbook in transmitting the subject matter to the students. In some cases, the teacher did not understand the subject matter that he/she transmitted to students. Therefore, there was no explanation of what was being taught. Students had to sit passively and listen to the teacher; learn by memorization (rote learning), and recall the transmitted information. This study explored perceptions of the role of teachers and students in learner-centered classrooms in a primary school in Namibia. Learner-centered teachers create learning environments that promote students' active engagement with learning and develop critical thinking skills.

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Teachers' and Students' Role in the Learner-Centered Classrooms: Experiences from Namibia

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