TPC-Journal-V5-Issue3

The Professional Counselor /Volume 5, Issue 3 381 students take toward learning (Diseth, 2007; Parpala, Lindblom-Ylänne, Komulainen, Litmanen, & Hirsto, 2010). A deep approach toward learning is characterized by students’ intent to understand the richness and meaning of what they are studying (Diseth, 2007). The second is a surface approach, which prioritizes the reproduction of knowledge with precision rather than depth of understanding, as students’ motivation tends to be based on minimizing their chances of being wrong (Parpala et al., 2010). A surface approach to learning can be compared to the processes of a copying machine— students are presented with information, which they attempt to reproduce neatly and accurately, so that the copy mirrors the original as closely as possible. Students who adopt a deep approach toward a learning task are typically regarded as having intrinsic motivations for learning (Diseth, 2007). Such students are more likely to conceptualize, problem solve, and be reflective during a learning task as they wrestle to construct personal knowledge and understanding. Students’ perception of their learning environment is a factor that influences the type of learning approach they use during the course. Some researchers have found a positive correlation between learner-centered classroom environments and students developing deep approaches to learning (Vanthournout, Donche, Gijbels, & Van Petegem, 2004; Wilson & Fowler, 2005). Students who have positive perceptions of a learning environment (e.g., see meaning and purpose in a course, perceive that what they are learning will be useful to them, are stimulated by classroom activities, perceive the classroom as a safe place) tend to adopt deep approaches toward learning. Students who hold a negative perception of a learning environment (e.g., do not see purpose or meaning in a course, are not intellectually stimulated, struggle to grasp what is being taught, feel unsafe or overwhelmed in the classroom) are more likely to adopt surface approaches toward learning (Lindblom-Ylänne, 2004). Counselor educators are tasked with creating an engaging learning environment in didactic- oriented classes that invites students to learn thoughtfully and deeply as they prepare for professional counseling practice. Creating an environment that counseling students perceive as meaningful, useful and safe may encourage students to use deep approaches to learning. Counseling students who use a deep approach toward their learning may develop greater personal meaning and understanding about what they are learning, so they can more effectively apply what they have learned when working as professional counselors. Aspects of leaner-centered pedagogy may be useful to counselor educators in creating a learning environment that is perceived as positive by counseling students, whether in the context of a didactic or seminar course. Teacher-Centered and Learner-Centered Pedagogies A factor that can influence how counselor trainees perceive their learning environment is the teaching approach used by their instructor. Teacher-centered and learner-centered pedagogies are differing approaches to teaching that are based on contrasting ideological assumptions. Teacher-Centered Pedagogy Teacher-centered pedagogy is associated with traditional conceptions of teaching in which instructors prioritize acquiring pertinent content knowledge as a primary learning objective (Brown, 2003). The teacher is the fulcrum of the learning environment, having a greater wealth of knowledge about the subject being taught, relative to students’ inexperience and lack of knowledge (Wright, 2011). This distinction can engender a hierarchical relationship between teacher and students in the classroom. Teacher-student relationships primarily are defined by intellectual explorations chosen by the teacher, in which the teacher is an arbiter and distributor of knowledge and students are receivers of knowledge (Wright, 2011).