Abstract:

The purpose of this research is to determine how new learning-centered educational approaches (paradigma) are perceived by teachers and how these changes reflect the learning-learning process. The research has been conducted in various ways. The data was obtained by an survey of liquid-type substances. The findings have shown that while teachers adopt new learning-centric approaches as an idea, they do not fully reflect it in the learning-learning process. Teachers continue to process lessons mainly through traditional narrative. Furthermore, teachers who find themselves sufficient in the field of academic development have been identified according to teaching methods and measurement-evaluation and new educational approaches with sensual development and material presentation. At the end of the research, despite the promises of change and innovation frequently expressed in recent years, the conclusion was that the traditional understanding of education still dominates in our secondary schools and that teachers do not fully adopt the new educational approaches.

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