Student and teacher perceptions of their learning environment
Abstract
The present study is the result of a long-term engagement in field research at the Department of Iberian Studies at the University of Belgrade in Serbia. It is organized into three separate units according to the methodologies used for data collection, analysis, and interpretation: case study, questionnaire, and ethnography. The case study presents an analysis of the process of educational reform as it is implemented at the Department of Iberian Studies. The questionnaire investigates teacher and student attitudes toward language instruction, their perceptions of Spanish language instruction at the department, and their motivational level for language learning/teaching. The analysis of variance showed that, for this group of students, differences between the identified attitude and perception factors did not have any influence on their motivational level. In fact, relationships between attitudes, perceptions, and motivation for language learning were discovered only after the analysis of the qualitative data from interviews, class observations, and fieldnotes, which showed how student and teacher attitudes and perceptions are created within the local cultural milieu. The identified teacher profiles are mainly distinguished by the teacher's emotional involvement in the teaching activity. On the other hand, students seem to be particularly docile at the beginning of their academic career since they do not question the acculturated norms. However, if they are exposed to a different model of innovative instruction, they do not automatically reject it, which supports that students primarily value activities for their effectiveness and enjoyment. Unfortunately, the students in this study have rarely been exposed to empowering and engaging instruction which augments their rebelliousness and frustration as they progress through university education. Instead of being main actors in their university-level enterprise, the students take on a passive role which is presented to them through the overall cultural model of education. Even though students question the system, most still do not take an active role in their learning experience. Within the framework of affective learning, this implies that the responsibility of educators and policy makers transcends the traditional transmission of knowledge to include facilitation of autonomous learning.
Degree
Ph.D.
Advisors
Hammond, Purdue University.
Subject Area
Bilingual education|Linguistics|Curriculum development|Higher education
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