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Issues that restrain Teachers from adopting active learning instruction in Lebanese School

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Author(s): Khayrazad Kari Jabbour

Journal: Topologik : Rivista Internazionale di Scienze Filosofiche, Pedagogiche e Sociali
ISSN 2036-5683

Issue: 13;
Start page: 135;
Date: 2013;
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Keywords: active learning | Learner centered | Lebanon | teacher-centered learning | traditional curriculum | constructivism

ABSTRACT
The typical Lebanese classroom is teacher centered, whereby the teacher is respected and is considered to be the bearer of all information. Active learning teaching methods are not in the Lebanese teacher’s expectations. The students are not expected to assume responsibility for their educational development and learning process. This paper aims to highlight the issues that prevent teachers from adopting the active learning teaching method. A small scale survey from 100 teachers of 10 different schools selected from various areas in Lebanon was undertaken. The survey results were compared and tested in order to evaluate the reasons for not adopting active learning instruction in the Lebanese schools.
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