International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
participation of the students and the teacher uses a variety of teaching methods, which is part of the student’s
centeredness approach.
In addition, the evaluation criteria of the courses consider the students participation. Moreover, the students
asked to be involved in the need assessment phase, meet with them on regular basis and to consider their
recommendation.
The discrepancy in the student’s responses that came out with a moderate agreement on the items of the
educational process can be justified by the variations among the students due to their major and the year of the
study. Also the teachers in this faculty don’t follow a unified system in their teaching as some of them more
actively involve the students in their learning than other teachers who mainly follow the teacher- centeredness
approach.
The Educational Environment:
Generally, the majority of students agreed to some extent that the educational environment satisfies their
educational needs, however, they disagreed with the suitability of the classroom in term of seats, light, furniture,
temperature and ventilation, moreover, almost half of the students didn’t agree that the number of students is
suitable with the classroom size in each course. In addition, they also did not agree with the laboratories
equipment that the faculty use for training, beside they also reported that it is not easy to find a computer when
they needed due to the limited number of computer centers and computers. These results could be due to
increased number of students at BU without enough parallel expansion of the university facilities and spaces.
Regardless the students major and year of study almost half of them are not satisfied with the services offered in
the computer, this result may be due to the increased number of students who need help in these labs and the
limited number of staff who work there, in addition, about
One third of the students claimed that the library course did not assist them enough in their educational
process. This result may be due to the fact that the students take this course in their first year of study without
enough application for it at this level and the students don’t receive additional training in library services after
this.
Application of the Student’s -Centeredness Approach:
The majority of the sample agreed with the transition to the SCA. This agreement was among all the students
regardless their year of study and major, in addition, the students and faculty in the focus groups agreed with this
transition. These results support the students’ comments about the current education process at BU. These
comments clarified the students’ relative disagreement with the current process since they consider it as teachercenteredness
with an indoctrination and traditional method in which the student has limited role and depends on
the teacher for the knowledge. So it creates a passive student who lacks the analytical and critical thinking
abilities and these will negatively impact on the student’s exams results and also on the graduate future career.
Beside this, the majority of the students believe in the possibility of adopting the SCA and these students think
that the faculty is ready for this transition and they had some suggestions to help in this transition.
They indicated that the student should be oriented to the SCA as early as possible in their university
educations moreover, these students suggested that the teachers should be trained to this approach in addition to
more upgrading and expansion of the university facilities as classroom, training lab, computer centers and
decreasing the number of students in each classroom.
CONCLUSION
The main purpose of the study was to investigate the readiness of the faculty of nursing and health sciences to
adopt the SCA. The results showed that the faculty’s students and teachers are ready to some extent to adopt
such approach, the student’s need this transition as it gives them the opportunity to develop themselves in certain
skills such as critical thinking analytical abilities and to be more involved in decision making in relation to their
learning process as in assessment and evaluation. Moreover, there is a need to invest more in BU infrastructure,
in the computer and faculty laboratories, library resources, and in the classroom environment such as seats,
ventilation, space and light. Beside these, there is a crucial need to orient and train both the teachers and students
on skills related to the SCA. To facilitate the success of this transition, it is important to get the support from BU
administration to adopt the SCA on the university level. It is recommended to increase the faculty and student’s
awareness about the student’s -centeredness approach by training workshops. Adopt gradually the student’scenteredness
approach in the faculty of nursing and health sciences.
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