TALK - A Training Program to Encourage Lifelong Learning in School

2007 ◽  
Vol 215 (3) ◽  
pp. 183-193 ◽  
Author(s):  
Barbara Schober ◽  
Monika Finsterwald ◽  
Petra Wagner ◽  
Marko Lüftenegger ◽  
Michael Aysner ◽  
...  
Keyword(s):  
Training Program ◽  
Lifelong Learning ◽  
Educational Psychology ◽  
Cognitive Abilities ◽  
Formative Evaluation ◽  
Self Regulation ◽  
Modern Society ◽  
Motivation To Learn ◽  
Evaluation Design ◽  
Learning Skills

Abstract. Lifelong learning (LLL) is a topic of high political relevance. Within the context of continuous social development toward an “information society,” individuals find themselves facing a number of challenges that they will not be able to surmount successfully if they are not willing to commit to learning over the entire course of their lifetimes. The persistent motivation to learn, as well as the correspondent learning skills, appears to be essential if one is to survive in a modern society. Schools, as a collective institution, have the task of laying the cornerstones of these skills. The present article introduces the training program TALK, which aims to provide teachers with the competencies to systematically implement the enhancement of LLL into their regular educational responsibilities. From the perspective of educational psychology, motivation, self-regulation, social skills, and cognitive abilities are developed as core aspects for LLL in a scholastic context. Building on these, the goals and structure of the TALK program are described, and a summative and formative evaluation design is depicted.

Facilitating Lifelong Learning in School-Age Learners

2013 ◽  
Vol 18 (2) ◽  
pp. 114-125 ◽  
Author(s):  
Barbara Schober ◽  
Marko Lüftenegger ◽  
Petra Wagner ◽  
Monika Finsterwald ◽  
Christiane Spiel
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Educational Psychology ◽  
Theoretical Basis ◽  
Essential Role ◽  
Childhood And Adolescence ◽  
International Studies ◽  
School Age ◽  
Motivation To Learn ◽  
Learning Skills

Lifelong Learning (LLL) has been proclaimed a Europe-wide strategy as societies are faced with numerous changes making continuous development indispensable. Currently, LLL is often seen primarily as a topic for continuing education. However, schools play an essential role in laying the cornerstone for successful LLL: There is robust knowledge that persistent motivation to learn as well as corresponding learning skills are essential for LLL and that both could be influenced best during childhood and adolescence. Therefore, facilitating LLL is an important aspect of schools’ success. However, results from international studies show deficits for many students in LLL competencies. Consequently, a need for more systematic promotion of LLL in schools was identified. Based on this, the aim of this paper is to give an overview on the theoretical basis for promoting LLL in schools from the perspective of educational psychology. Derived from this, the necessity of enhancing LLL competencies in school is made obvious and present promotion programs are described. As an example, goals, structure, and evaluation results of the TALK training program, which aims to provide teachers with the competencies to systematically implement the enhancement of LLL into their regular educational responsibilities, are reported. Finally, general recommendations for realizing a systematic facilitation of LLL in school are illustrated.

Fostering self-regulated learning in higher education: Making self-regulation visible

2020 ◽  
pp. 146978742098237
Author(s):  
Joanne M Russell ◽  
Chi Baik ◽  
Anna T Ryan ◽  
Elizabeth Molloy
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Lifelong Learning ◽  
Teaching Practices ◽  
Self Regulation ◽  
Structured Interview ◽  
Interview Data ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

Research associates self-regulated learning with academic achievement and lifelong learning. Although there is consensus surrounding the need for students to develop self-regulated learning skills, there is a paucity of research exploring how educators can foster student self-regulated learning. This study examines the teaching practices, beliefs and experiences of educators that foster student self-regulated learning, across a range of disciplines. It explores the characteristics of teaching that foster self-regulated learning, and the influences on educator approaches. Questionnaire and semi-structured interview data were subjected to analysis. The findings identified four types of teaching strategies used to foster self-regulated learning. This study illuminates the conditions that support educators to foster student self-regulated learning, as well as the challenges they face. Educators’ own engagement in self-regulation, often made visible to students, played a key role in promoting students’ self-regulatory capacities.

scholarly journals Studying Level of Awareness of Teachers in Terms of their Lifelong Learning Skills

2014 ◽  
Vol 116 ◽  
pp. 2030-2038 ◽  
Author(s):  
Nurhayat Çelebi ◽  
Hatice Özdemir ◽  
Özge Eliçin
Keyword(s):  
Lifelong Learning ◽  
Learning Skills

scholarly journals Project Based Learning (PBL) as a Promising Challenge of Teaching Mathematics

1970 ◽  
pp. 379-409
Author(s):  
Miri Hilai
Keyword(s):  
Cognitive Abilities ◽  
Self Regulation ◽  
Project Based Learning ◽  
Teaching Mathematics ◽  
Mathematical Skills ◽  
The Past ◽  
Innovative Learning ◽  
Different Populations ◽  
Individualized Teaching ◽  
Teaching Learning

Mathematics has always presented a challenge, both for teachers and for pupils, all around the world. Teachers of mathematics of all time periods are interested in having their pupils master the mathematical skills and love math. They deliberate on ways of teaching-learning, because of the tremendous gaps in their pupils’ cognitive abilities and their non-uniform abilities to pay attention and to concentrate. It appears that the main solution in the frontal mathematics lessons is offered to the average pupils, but the main goal is to provide a solution for the entire classroom population. Over the years I have searched for different ways beyond frontal and individualized teaching, so that I could provide a solution for populations with different needs in the mathematics lessons. My search for alternative ways derived also from the need to promote the achievements and to boost the motivation, interest, curiosity, and enjoyment in the learning of mathematics. Contemporary research indicates that there is practical innovative learning which is active and involving; it is called project-based learning (PBL). PBL provides a solution for the improvement of the performances in mathematics, for the motivation of the pupils, and for the inspiration of interest and curiosity in and enjoyment from this field of knowledge. From my experience as a teacher in the past and from the reports of my students in the Gordon Academic College for Education in the PBL course, in such teaching a solution is provided for the different populations in the class. The pupils are engaged in learning in practical and realistic projects that are relevant to their lives. They are more active and autonomous, work cooperatively, and develop patterns of behaviour of independence in learning, self-orientation, and self-regulation. These skills and patterns of behaviour are important to their lives as adults and cultivate the six functions of the learner that are derived from the curriculum in Israel: sensory-motor, self-direction in learning and in its management, intrapersonal and interpersonal, cognitive and meta-cognitive.

scholarly journals Reflective practices for quality education in Malaysia: A mixed method approach

2021 ◽  
Vol 124 ◽  
pp. 07006
Author(s):  
S. Chee Choy ◽  
Joanne Sau-Ching Yim ◽  
Daljeet Singh Sedhu ◽  
Azlinda Boheran Nudin
Keyword(s):  
Lifelong Learning ◽  
Reflective Thinking ◽  
Further Education ◽  
Self Assessment ◽  
Learning Skills ◽  
Mixed Methods Approach ◽  
Thinking Processes ◽  
Reflective Skills ◽  
Pragmatic Knowledge ◽  
Method Approach

Teachers in Malaysia are expected to possess the necessary reflective skills to help them analyse and think through classroom situations that require diplomacy and sound judgement. This study examined the contributions of lifelong learning skills, self-assessment ability, self-belief, teaching awareness and reflective thinking in explaining the differences in teaching practices among Malaysian pre service teachers (PSTs). A mixed-methods approach was used to provide pragmatic knowledge that can be applied to further develop reflective thinking practices among PSTs. The sample of this study were 387 PSTs enrolled in Bachelor level programmes from which 11 of them volunteered to participate in the interviews. The quantitative data showed lifelong learning skills, self-belief, and teaching awareness had a significant relationship with reflective thinking. From the qualitative data analysis, PSTs were generally focused on the immediate challenge of becoming better teachers and were open to further education in time. Similarly, the results of the qualitative thread showed the PSTs were able to manage their planning, monitoring of students and evaluation of themselves and their relation to students, suggesting metacognitive awareness, a good indicator of established reflective thinking processes. Future studies will need to consider how this will influence how reflective thinking is carried out when they are practicing teachers.

scholarly journals Validity of The Abtract Algebra Teaching Book

2020 ◽  
Vol 4 (1) ◽  
pp. 17-23
Author(s):  
Leo Adhar Effendi ◽  
Sindi Amelia
Keyword(s):  
Small Groups ◽  
Formative Evaluation ◽  
Field Tests ◽  
Abstract Algebra ◽  
Development Research ◽  
Evaluation Design ◽  
Self Evaluation ◽  
High Level ◽  
Very High ◽  
Difficult Subjects

The Abstract Algebra is one of the most difficult subjects for students. In this course, students are required to have several textbooks as their reading source. However, the existing textbooks do not guide students in carrying out the process of preparing evidence and tend to speak non-Indonesian languages. The purpose of this research is to design and develop textbooks on abstract algebra courses which contain proofs in full step by step that can improve the ability to organize evidence. This type of research is development research with formative evaluation design consisting of self-evaluation, prototyping (expert reviews, one-to-one, and small groups), and field tests. The validity of the development of abstract algebra textbook is passed through the stages of self-evaluation and expert reviews. The results showed that the prototype of abstract algebra teaching books had a very high level of validity (89.29%).

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