What components of the FIRST IV program led to a large majority of participants who implemented learner-centered teaching practices?
In doing so, we demonstrated that FIRST IV instructors implemented learner-centered teaching and did so to a greater degree than several comparison groups of faculty.
Three-fourths (74%; Figure 5) of the FIRST IV PDs who taught an entire course implemented learner-centered teaching (i.e., RTOP categories III V) during their second year of professional development, based on RTOP scores assigned by expert raters.
Only one of these programs reported data from direct observation, however, which indicated that 45% of the faculty who participated in workshops were transitioning toward learner-centered teaching and only 25% actually implemented learner-centered instruction (Teasdale et al., 2011; Manduca et al., 2014).
An important research direction emerging from this research is the development of standard services that implement learner modeling methods described in this paper.
Although the extent of the results are limited, they do nonetheless give an insight into the kinds of needs which arise when teachers are asked about their view on implementing learner mobility, in line with ECVET, in their work.
The paper dwells on the psychological and pedagogical conditions of implementing learner-centered approach in teaching foreign language to engineering students at the Tomsk Polytechnic University.
We have used Smyth's (2006) constellation framework and applied it to this project, demonstrating how educators can implement learner-centred pedagogies with digital storytelling.
We predicted that, if the FIRST IV program was effective, then the PDs would implement learner-centered teaching practices in the classroom and teach in ways that were different from peers who had not completed the FIRST IV program.
It is important to note that alumni of the Summer Institute frequently reported that it took three or more years of experimentation before they could effectively implement learner-centered strategies (Pfund et al., 2009).
The explanation of how the participants within this study used the pedagogy of case studies will act as a conduit for other nurse educators attempting to implement learner-centered pedagogies.
