Currículo Centrado en el Estudiante: Develando Percepciones y Actitudes.

Abstract

This qualitative research emerged from an academic internship that attempted to describe eventual variations in ninth graders’ attitudes and perceptions towards the English class following the implementation of a learner-centered curriculum (LCC) in relation with the principled approach. This study was placed in a private school in Bogotá with students from fourteen to sixteen years old. The instruments to collect data involved surveys and journals, which were applied during three months (August – November, 2015). The results suggested that learner-centered curriculum allowed positive variations in perceptions and attitudes of students. In addition, LCC facilitated teachers and students to take new roles such as designers, communicators, and active participants in the teaching–learning process.