Factors obstructing the application of student-centered education at schools in Azerbaijan

Anar Khalafov
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Abstract

Involvement of children with special educational needs in inclusive education at schools of general education in the Republic of Azerbaijan is one of the priority issues of the state. Many reforms in the education system, particularly at schools, need to be carried out to promote inclusive education. This research emphasizes the importance of implementing the student-centered education approach in the general education system to make schools inclusive in the country. As a ground for this, the article, having cited from scientific papers of different researchers, points out that, for example, a student-centered education allows a school to meet the different needs of students and take the specifics of each student into consideration. The level of progress of student-centered learning was assessed in the conducted research through studying teachers’ instructional methods at schools operating in the education system of Azerbaijan. As a result of the survey and focus group discussions conducted with teachers within this research, it was revealed that although teachers understand the positive impact of a student’s learning through student-centered methods, in most classes, they continue teaching lessons in a teacher-centered style due to several school or out-of-school factors. The result is that teacher-centered classes still being conducted at schools are not only the incompetency of teachers, but as a result, it is not possible to achieve the development of student-centered learning by improving only teachers’ skills. Many factors obstruct the change from teacher-centered learning to student-centered learning in the classroom. The identification of school culture and the classification of culture-forming factors are also discussed in this research.
阻碍在阿塞拜疆学校实施以学生为中心的教育的因素
在阿塞拜疆共和国,有特殊教育需要的儿童参与普通教育学校的全纳教育是国家的优先问题之一。为了促进全纳教育,需要对教育系统,特别是学校进行许多改革。本研究强调在通识教育系统中实施以学生为中心的教育方法,以使全国的学校具有包容性的重要性。作为这一观点的依据,文章引用了不同研究者的科学论文,指出,例如,以学生为中心的教育使学校能够满足学生的不同需求,并考虑到每个学生的具体情况。通过研究阿塞拜疆教育系统中学校教师的教学方法,在进行的研究中评估了以学生为中心的学习的进步水平。根据本研究中对教师进行的调查和焦点小组讨论,结果显示,尽管教师理解通过以学生为中心的方法对学生学习的积极影响,但在大多数课堂上,由于一些学校或校外因素,他们继续以教师为中心的方式教学。其结果是,学校仍然在进行以教师为中心的课堂,这不仅是因为教师的能力不足,而且也不可能仅仅通过提高教师的技能来实现以学生为中心的学习的发展。许多因素阻碍了课堂学习从以教师为中心向以学生为中心的转变。本研究还讨论了学校文化的识别和文化形成因素的分类。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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