Students' and teachers' perception of the teaching-learning process: what brings them together or apart
Carlos Arriaga Costa and
Orlando Petiz Pereira
International Journal of Education Economics and Development, 2022, vol. 13, issue 2, 119-136
New teaching methodologies have sought greater integration with the learning process. Ideas of excellence and efficiency are now part of the educational objectives, whereas the result of the evaluation is a key tool in the process of selection and visibility. However, the traditional culture of knowledge transmission still seems to remain and, in a sense, hinder these metamorphoses. This study unveils our concern about the students' and teachers' perceptions regarding the distribution of tasks: which ones are to be performed individually and which ones should be shared, in the teaching-learning process. Evidence shows that students and teachers still assign responsibility to the teacher regarding the monitoring and evaluation of students. However, a significant number of students wish to assume or share part of these responsibilities, in particular with regards to the definition of the work plan and evaluation criteria.
Keywords: learning process tasks; teaching process tasks; new teaching approaches; student role; teacher's role; university; teaching-learning process; pedagogy; service-learning; who evaluates. (search for similar items in EconPapers)
References: Add references at CitEc
Citations: Track citations by RSS feed
Downloads: (external link)
Access to full text is restricted to subscribers.
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:ids:ijeded:v:13:y:2022:i:2:p:119-136
Access Statistics for this article
More articles in International Journal of Education Economics and Development from Inderscience Enterprises Ltd
Bibliographic data for series maintained by Sarah Parker ().