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• W991381659 abstract "This chapter aims to discuss teaching practices at CHC education institutions and points out how the traditional teaching teacher-centredness hinders cooperative learning. Relevant literature and findings of empirical studies documented in this chapter disclose that CHC teachers’ resistance to empowering students in active learning is the main barrier preventing CHC students from adopting cooperative learning. To better this situation, there is a need to develop strategies that could enable CHC teachers to delegate part of their authority to students. The chapter then reports an empirical study that was conducted to develop such strategies. The results revealed that when teachers were mandatorily required to implement the reform, they tended to only implement ‘artificial’ changes (i.e. modify some teaching activities in class, redesign the lesson plan) that did not empower students to engage in real cooperative learning. Students were only given a chance to practise proper cooperative learning activities when teachers were convinced about the effectiveness of the reform and particularly when assisted to change their belief. The study highlighted that CHC teachers’ voices need to be taken into careful consideration. Then, culturally appropriate strategies that could assist CHC teachers to make real change need to be developed." @default.
• W991381659 created "2016-06-24" @default.
• W991381659 creator A5035236716 @default.
• W991381659 date "2013-10-03" @default.
• W991381659 modified "2023-10-03" @default.
• W991381659 title "Teaching Practices at CHC Education Institutions: A Hidden Challenge and Techniques to Enhance Cooperative Learning" @default.
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• W991381659 doi "https://doi.org/10.1007/978-981-4451-91-8_5" @default.
• W991381659 hasPublicationYear "2013" @default.
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