scholarly journals The promotion of self-directed learning in Pre-school: Reflection on teachers' professional practice

2021 ◽  
Vol 16 (5) ◽  
pp. 2336-2352
Author(s):  
Jana Gravaa ◽  
Vineta Poleb
Keyword(s):  
Professional Practice ◽  
Learning Experience ◽  
Professional Activity ◽  
Self Directed Learning ◽  
Pedagogical Strategies ◽  
Determining Factors ◽  
Directed Learning ◽  
Self Assessments ◽  
Qualitative And Quantitative Study

A learning environment that offers the opportunity for the child to explore the world, express him/herself and use everyday life as a learning experience forms the basis for a child’s self-directed learning.  This research’s objective is to discover the determining factors of the child's self-directed learning, revealing the challenges faced by the teachers in organizing self-directed learning process. This is a phenomenological research study, designed as a mixed sequential qualitative and quantitative study, which implies a qualitative processing of the initial data. 150 teachers from different regions and cities of Latvia completed the survey. The interviews were conducted with seven participants. In this study, 50 self-assessments of pre-school teachers were analysed focusing on the quality of their professional activity. We discovered a shift in teachers' understanding of their professional pedagogical activity, its content and implementation methods related to metacognitive abilities, in order to effectively plan, organize and evaluate their pedagogical strategies. Keywords:  pre-school; child's self-directed learning; teaching.  

Exploring a Professional Social Network System to Support Learning in the Workplace

2010 ◽  
pp. 1610-1625
Author(s):  
Anthony “Skip” Basiel ◽  
Paul Coyne
Keyword(s):  
Web 2.0 ◽  
Professional Practice ◽  
Social Engagement ◽  
Learning Experience ◽  
Learning Context ◽  
Self Directed Learning ◽  
Web Based ◽  
Directed Learning ◽  
Resources And Capabilities ◽  
Pedagogical Frameworks

This chapter sets out to explore how professionals can network, collaborate and capture informal learning in an online work-based environment. It addresses the pedagogical approaches that underpin emerging Web 2.0 technological trends and provide recommendations for future use of such online environments. Existing Virtual Learning Environments (VLEs) are primarily content driven with little provision for social engagement and stakeholdergenerated material. Similarly, many organisations have little or no structure for facilitating online interaction in a work based learning context. Since 2006 Emerald Group Publishing and the Middlesex Centre for Excellence in Work Based Learning have been partnering to develop, test and implement an online platform that will support collaborative, interactive learning. This link between Industry and Higher Education is critically reviewed. The InTouch (2008) platform was incorporated into the syllabus for MCEWBL’s work-based Professional Practice BA Honours programme in 2007 to support newly trained professionals as they worked through a professional development work based learning programme. The pedagogical underpinning of the course was reflective, self-directed learning and the blog, Wiki and profiling tools provided had the potential to either contribute to this aim or become a major part of how students construct their understanding of themselves in their professional practice. Emerald and MCEWBL have been monitoring the adoption, use and challenges associated with using Web 2.0 technology to support work based learning in order make recommendations about future pedagogical frameworks and approaches. This platform and related online pedagogic principles fills the gap between informal, free tools that provide little security or structure and heavyweight VLEs that offer tutor-made content, but do not naturally support social interaction for learning. The chapter provides some ideas and strategic options about implementing similar tools in other organisational settings and provides frameworks to evaluate these options in line with existing resources and capabilities. It concludes with an in-progress web-based learning design or ePedagogy that unifies the threads of the online learning experience.

Interventions to improve question formulation in professional practice self-directed learning

2008 ◽  
Author(s):  
Tanya Horsley ◽  
Jennifer O'Neill ◽  
Jessie L McGowan ◽  
Laure Perrier ◽  
Gabrielle Kane ◽  
...  
Keyword(s):  
Professional Practice ◽  
Self Directed Learning ◽  
Directed Learning

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

scholarly journals A Case Study on the Self-directed English Learning Experiences of Korean College Students Using Self-coaching

2021 ◽  
Vol 15 (5) ◽  
pp. 199-214
Author(s):  
Seongjhin Joh ◽  
Byungsun Kim
Keyword(s):  
College Students ◽  
Learning Experience ◽  
Self Control ◽  
Learning Ability ◽  
English Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Korean College Students ◽  
Colaizzi's Method ◽  
Learning English

The purpose of this study is to analyze the English learning experience of college students using Colaizzi's method, which is one of the qualitative research methods, using self-coaching technology as a tool to improve self-directed learning ability. In-depth interview were conducted to collect data, and 9 significant statements, 4 theme clusters, and 2 categories were derived. The results are as follows. First, it showed that the participants clearly set the reasons and goals for learning English. Second, it was confirmed that they had time to return to the positive motivation they experienced in the past and strengthened their will to overcome difficulties caused by self-coaching. Third, it was reported that they had a valuable experience of asking the questions presented for the first time, and they recollected the feelings of when they happily learned English, thereby gaining new vitality for learning English. Finally, it also showed that they experienced risk factors such as a desire to procrastinate, a desire to give up, and a rush to complete a task due to difficulty in self-control, which could lead to poor learning. Based on these results, it was suggested that self-coaching contributed to the improvement of learning English, the importance of questions, necessary factors when expanding to regular classes, and the expansion of coaching research.

scholarly journals DE QUEM É A RESPONSABILIDADE PELO FRACASSO ESCOLAR?

polemica ◽  
2018 ◽  
Vol 18 (3) ◽  
pp. 054-072
Author(s):  
Simoni Jacomini de Souza ◽  
Karina Barreto da Silva
Keyword(s):  
Professional Practice ◽  
Educational Process ◽  
School Evaluation ◽  
Educational Work ◽  
Pedagogical Strategies ◽  
School Work ◽  
Teachers And Students ◽  
Education And Law ◽  
Coordination Team

Resumo: O presente estudo se constitui de uma reflexão sobre o percurso desenvolvido por professores e alunos de cinco turmas do 6º ano do Ensino Fundamental de BH, no ano de 2017. A partir da discussão dos processos avaliativos e estratégias pedagógicas desenvolvidas pelos professores, buscou-se problematizar o trabalho escolar efetivamente realizado, tendo em vista a necessidade de identificar aspectos que incidem sobre a qualidade do processo educativo. Foi feita a análise dos parâmetros de aprovação e reprovação adotados pelos professores, bem como dos elementos que subsidiaram a decisão do Colegiado Escolar sobre o futuro escolar dos alunos selecionados, confrontando-os com as observações da equipe de coordenação pedagógica. Fundamentando-se nas contribuições de Bernard Charlot, Miguel Arroyo e Maria Helena Souza Patto sobre o fracasso escolar e nas discussões desenvolvidas por Cipriano Luckesi, Philippe Perrenoud e Edgar Morin acerca dos processos de avaliação escolar e da complexidade do processo educativo, espera-se despertar inquietações e explicitar os limites das diferenças ideológicas percebidas no trabalho educativo e contribuir para a construção de uma proposta de trabalho que explicite as diferenças e se comprometa profundamente com a reflexão crítica sobre a própria prática. Os resultados demonstram que a prática profissional ainda está calcada em vícios históricos e culturais que excluem os segmentos mais vulnerabilizados da sociedade e denunciam a irracionalidade de um sistema excludente, classificador, opressor e individualista, contrapondo-se ao discurso da universalização do ensino e do direito a uma educação pública de qualidade.Palavras-chave: Avaliação escolar. Complexidade. Prática profissional.Abstract: The present study consists of a reflection on the course developed by teachers and students of five groups of the 6th grade of BH Elementary School in the year 2017. From the discussion of the evaluation processes and pedagogical strategies developed by the teachers, to problematize the adequacy of the school work effectively carried out, considering the need to identify aspects that affect the quality of the educational process. The analysis of the approval and disapproval parameters adopted by the teachers, as well as the elements that subsidized the decision of the School Collegiate about the students' school future, were compared with the observations of the pedagogical coordination team. Based on the contributions of Bernard Charlot, Miguel Arroyo and Maria Helena Souza Patto on school failure and in the discussions developed by Cipriano Luckesi, Philippe Perrenoud and Edgar Morin on school evaluation processes and the complexity of the educational process, it is expected to arouse uneasiness and to explain the limits of the ideological differences perceived in the educational work and to contribute to the construction of a proposal of work that explains the differences and is deeply committed to the critical reflection on the practice itself. The results show that professional practice is still based on historical and cultural vices that exclude the most vulnerable segments of society and denounce the irrationality of an exclusionary, classifying, oppressive and individualistic system, in opposition to the discourse of universalization of education and law to a quality public educationKeywords: School evaluation. Complexity. Practice.

Transforming Online Learning Beyond the Digital Data

2020 ◽  
pp. 182-201
Author(s):  
Haniffa Beevi Abdul Jaleel ◽  
Pauline Teo Hwa Ling
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Industrial Revolution ◽  
Learning Experience ◽  
Higher Order Thinking ◽  
Digital Data ◽  
Self Directed Learning ◽  
Online Classroom ◽  
Directed Learning ◽  
Character Building

Experiential Online Classroom (ExOC) for Introduction to Business Presentation under the English 1 module at Taylor's University has expanded the landscape of blended learning from self-directed learning to experiential learning through participation in an online learning environment (OLE). The ExOC has been completely modernised and humanised to shape students' skills in a business presentation by building intangible elements of the Fourth Industrial Revolution (IR), which are character building, higher order thinking, soft skills, and lifelong learning. Human touch to technology-based content encourages students to build a community virtually, which naturally gives a deep learning experience with greater engagement. This chapter explains the design and development Introduction to Business Presentation MOOC as a modernised and humanised blended learning method that transformed online learning. Finally, the preliminary impacts of students' participation and engagement in using the MOOC are also discussed.

Interventions to improve question formulation in professional practice and self-directed learning

2010 ◽  
Author(s):  
Tanya Horsley ◽  
Jennifer O'Neill ◽  
Jessie McGowan ◽  
Laure Perrier ◽  
Gabrielle Kane ◽  
...  
Keyword(s):  
Professional Practice ◽  
Self Directed Learning ◽  
Directed Learning

Facilitating the Self-Directed Learning Efforts of Professional Meteorologists

2018 ◽  
Vol 99 (12) ◽  
pp. 2519-2527 ◽  
Author(s):  
Daphne S. LaDue ◽  
Ariel E. Cohen
Keyword(s):  
Professional Practice ◽  
Formal Education ◽  
The Self ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Climate Forecasting ◽  
Weather And Climate ◽  
Two Factors ◽  
Directed Learning ◽  
Over Time

AbstractProfessional meteorologists gain a great deal of knowledge through formal education, but two factors require ongoing learning throughout a career: professionals must apply their learning to the specific subdiscipline they practice, and the knowledge and technology they rely on becomes outdated over time. It is thus inherent in professional practice that much of the learning is more or less self-directed. While these principles apply to any aspect of meteorology, this paper applies concepts to weather and climate forecasting, for which a range of resources, from many to few, for learning exist. No matter what the subdiscipline, the responsibility for identifying and pursuing opportunities for professional, lifelong learning falls to the members of the subdiscipline. Thus, it is critical that meteorologists periodically assess their ongoing learning needs and develop the ability to reflectively practice. The construct of self-directed learning and how it has been implemented in similar professions provide visions for how individual meteorologists can pursue—and how the profession can facilitate—the ongoing, self-directed learning efforts of meteorologists.

Promoting self-directed learning using a menu of assessment options: the investment model

2006 ◽  
Vol 30 (4) ◽  
pp. 181-194 ◽  
Author(s):  
P. K. Rangachari
Keyword(s):  
Social Life ◽  
Learning Experience ◽  
Scientific Information ◽  
Investment Model ◽  
Self Directed Learning ◽  
Grade Point ◽  
The Public ◽  
The Social ◽  
Directed Learning ◽  
Undergraduate Science

Undergraduate science students took an Inquiry course in their second (sophomore) year. The course was designed to explore the social life of scientific knowledge. They were given a set of eight assessment options: personal logs, targeted oral examinations, commentaries, mini-lectures, individual explorations, research proposals, book reviews, and problem-solving exercises. Each option had a specific maximum mark (percentage or grade point) associated with it. Students were permitted to select any set of options to obtain their total grade for the course. From the student’s perspective, the course provided a valuable learning experience and enabled them to recognize the complexities involved in the process of generating scientific information and making it useful and relevant to the public. The opportunity given to select their own assessment options enhanced their learning. For me, as the sole instructor managing 51 students, the experience was rewarding.

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