The transition from a student-centered pedagogy to teacher-centered pedagogy : a comparative case study
This article focuses on the issue of transition from a child-centered primary school to a teacher-centered secondary school. We compare the schooling of two groups of pupils, one coming from child-centered classes with one of pupils from teacher-centered classes, comparing their academic achievement and some psychological dimensions assessed using psychometrical tools. The results indicate that on the academic level there is no difference between the two groups. On the psychological level, children from child-centered classes demonstrate greater social and relational skills, however it is not possible to evoke better adaptation capacities.