Proceedings of The 4th World Conference on Research in Teaching and Education
A Critical Evaluation of Rogerian Theoretical Perspectives on Student-centred Learning as Applied in Professional Practice
Since its origins in the 19th century, the tradition of integrative humanist therapy has contributed in no small way to an enriched understanding of learning, with a focus on learner-centredness. Theoretical insights and practical skill applications, from a variety of therapeutic modalities, have been applied within the field of education, not least the contribution of Carl Rogers (1902-1987). Rogerian educational practices are highly student-centred. The primary aim of this paper is to critically assess the potentiality of Rogerian theory and practice to enhance the author’s own professional practice. Objectives include to conduct a literature analysis study of the Rogerian humanist approach, with an emphasis on student-centred learning, and to critically reflect on my own student-centred learning practices, by means of evidence-based primary research. An action research self-reflexive methodological framework is adopted, and data gathering methods include documentary analysis of student testimonials and a student questionnaire. This research finds evidence of synergies between the Rogerian modality and the professional practices of the author, not least in the domain of creativity and critical reflection. The study recommends an incremental and sustainable embedding of inclusive practices in teaching and a post-study dialogical reflection with the research participants on their perceptions of professional standards and quality in higher education with a view to further enhancing practice.
keywords: Rogerian psychotherapy, humanist theory, action research, student-centred learning, teacher education.