Student‐centred pedagogy in Turkey: conceptualisations, interpretations and practices

Abstract

The purpose of this article is to explore recent curricular reforms to advocate student‐centred pedagogy (SCP) in primary schools in Turkey. By using a case study approach, the article examines teacher views on SCP, classroom practices and perceived challenges in implementation process. The study highlights some of the unintended consequences of SCP in Turkey (such as parental over‐involvement in performance and research assignments) and discusses a number of issues that seemed to interfere with teachers’ efforts to implement SCP. In line with similar studies in other parts of the world, teachers in Turkey appeared to be concerned with poor teacher training, large classes, material scarcity, examination system, parental opposition and inadequate student responsiveness. The article suggests that instead of focusing on the ‘problematisation’ of implementation process and, in particular, teachers, efforts should be made to develop and apply more structured alternative approaches. While considering promising pedagogical approaches elsewhere, such efforts should also draw more inspiration from Turkish educationalists and scholars in order to develop a more culturally responsive pedagogy, which better suits the social, economic and political realities of Turkish society.

Keywords:

• education reform
• student‐centred pedagogy
• teachers
• Turkey

Acknowledgements

I am grateful to all head teachers, teachers and other key informants who took part in this study. I would also like to thank Prof. Sjoerd Karsten and Dr Mario Novelli (both at the University of Amsterdam) and Anke van Dam (at the Netherlands Ministry of Foreign Affairs) for their constructive support during research period and for their thoughtful comments and suggestions on the draft.