SYLLABUS DEVELOPMENT FOR TEACHER INPUT IN STUDENT-CENTERED LEARNING

Moderndidactic practice called Student-Centered Learning (SCL) promotes a learning process that is flexible, adaptable to individual student needs. This paper offers an examination of general education cycle discipline syllabi within the framework of SCL, focusing on the customization of syllabi to...

Full description

Saved in:
Bibliographic Details
Published inNational Center for Higher Education Development Vol. 49; no. 1
Main Authors Tleshova, Zhibek, Belessova, Nursulu, Nurkanat, Anel, Issakhanova, Assel, Zhanadilova, Aigul
Format Journal Article
LanguageEnglish
Published 01.03.2025
Online AccessGet full text
ISSN2413-5488
DOI10.59787/2413-5488-2025-49-1-115-128

Cover

More Information
Summary:Moderndidactic practice called Student-Centered Learning (SCL) promotes a learning process that is flexible, adaptable to individual student needs. This paper offers an examination of general education cycle discipline syllabi within the framework of SCL, focusing on the customization of syllabi to meet student needs and tracing their developmental trajectory. Employing both bibliographic and content analysis methodologies, this study illuminates the distinctive featuresand evolutionary patterns of SCL syllabi.Notably, it identifies a wide array of assignment formats and types evident in syllabi sourced from the Department of General Education Disciplines. The syllabi are a key document in discipline-based teaching, regarding instructions, course content, and student teaching and learning dynamics.Thefindingsof the study help deepen our comprehension of syllabus evolution within the SCL paradigm and provide valuable insights for educational practitioners and curriculum developers.
ISSN:2413-5488
DOI:10.59787/2413-5488-2025-49-1-115-128