scholarly journals Assessment: The driving force behind self-directed learning in English teacher training

2021 ◽  
pp. 165-185
Author(s):  
Marike Annandale ◽  
◽  
Elizabeth M. Reyneke ◽  
Keyword(s):  
Teacher Training ◽  
Driving Force ◽  
English Teacher ◽  
Self Directed Learning ◽  
Directed Learning

The Level Of Self–directed Learning Among Teacher Training Institute Students – An Early Survey

2012 ◽  
Author(s):  
Boon Shiong Kok ◽  
Baharuddin Aris ◽  
Zaidatun Tasir
Keyword(s):  
Teacher Training ◽  
Structured Learning ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Learning Tasks ◽  
Significant Difference ◽  
Questionnaire Result ◽  
Directed Learning ◽  
Training Institute

Pendekatan pembelajaran terkini mempunyai struktur aktiviti pembelajaran yang pelbagai dan pembelajaran kendiri yang lebih terbimbing dari segi akademik. Tujuan kajian ini adalah mengenal pasti kesediaan pembelajaran kendiri di Institut Perguruan Malaysia. Seramai 266 orang pelajar dari kumpulan kursus Perguruan Lepasan Ijazah (KPLI), Program Ijazah Sarjana Muda Perguruan (PISMP) dan Program Persediaan Ijazah Sarjana Muda Perguruan (PPISMP) terlibat dalam kajian ini. Instrumen kajian ialah soal selidik yang diubah suai daripada soal selidik Self–Directed Learning Readiness oleh Guglielmino. Dapatan kajian daripada analisis data menunjukkan kebanyakan pelajar mempunyai kesediaan pembelajaran kendiri yang sederhana atau rendah. Kajian juga mendapati terdapat perbezaan yang signifikan di antara kesediaan pembelajaran kendiri pelajar perempuan dan lelaki. Selain itu, terdapat juga perbezaan yang signifikan di antara kesediaan pembelajaran kendiri pelajar mengikut kursus. Kata kunci: Kesediaan pembelajaran kendiri; pembelajaran kendiri Current learning approaches have various structured learning activities as well more self–directed learning tasks guided through consultation with academics. The aim of this research is to determine students’ self–directed learning readiness (SDLRS) in a Teacher Training Institute. 266 students from the Kursus Perguruan Lepasan Ijazah (KPLI), Program Ijazah Sarjana Muda Perguruan (PISMP) and Program Persediaan Ijazah Sarjana Muda Perguruan (PPISMP) group took part in the research. The instrument is a questionnaire adopted from Guglielmino SDLRS questionnaire. Result from the data analysis showed that most of the students are on average or below average in term of SDLRS. Based on SDLRS, there is also significant difference between gender with respect to self–directed learning readiness. In addition, there ia also significant difference of students’ SDLRS with respect to their courses. Key words: Self–directed learning readiness; Self–directed learning

COOPERATIVE LEARNING STRATEGIES FOR PROMOTION OF STUDENT’S SELF-DIRECTION

2015 ◽  
pp. 61
Author(s):  
Gunārs Strods
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Average Level ◽  
Control Group ◽  
Self Directed Learning ◽  
Group Data ◽  
Study Results ◽  
Directed Learning ◽  
Learning Development

<p>This article presents results of promotion of students self-direction in cooperative learning in teacher training. The purpose of the study was to work out and implement an cooperative learning model for promotion of student self-directed learning skills in teacher training in university, and explore the relationships between the cooperative learning process and self-directed learning development. Empirical data were collected through self-directed learning-eadiness tests (SDLRS/LPA) and interviews at the beginning and the end of the semester. The data of experiment group were compared with control group data, and 170 students were involved in the study. Results indicate that self-directed learning readiness improves through cooperative learning processes for students of all levels, while in traditional process below average and average level students’ readiness improves, and above average level students’ readiness expressions are limited and readiness for self-direction decreases.</p>

scholarly journals PROMOTION OF STUDENT SELF-DIRECTION IN COOPERATIVE LEARNING IN UNIVERSITY

2015 ◽  
Vol 1 ◽  
pp. 396
Author(s):  
Gunārs Strods
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Average Level ◽  
Control Group ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Group Data ◽  
Study Results ◽  
Directed Learning ◽  
Learning Development

<p>This article presents results of implementation of principles of direction and liberalization in cooperative learning in teacher training. The purpose of the study was to work out and implement an educational model for promotion of student self-directed learning skills in teacher training in university, and explore the relationships between the cooperative learning process and self-directed learning development. Empirical data were collected through self-directed learning-readiness tests (SDLRS/LPA), student self-assessment questionnaires, and interviews at the beginning and the end of the semester. The data of experiment group were compared with control group data, and 170 students were involved in the study. Results indicate that self directed learning readiness improves through cooperative learning processes for students of all levels, while in traditional process below average and average level students’ readiness improves, and above average level students’ readiness expressions are limited and readiness for self-direction decreases.</p>

scholarly journals Through an English Teacher’s Eyes: Self-Directed Learning and Advising in Language Education E-Conference

2021 ◽  
pp. 301-306
Author(s):  
Ezgi Celik Uzun
Keyword(s):  
Distance Education ◽  
Language Learning ◽  
Language Education ◽  
Point Of View ◽  
The Self ◽  
English Teacher ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Learning Issues ◽  
Education Conference

In this review, I aim to convey my ideas on the Self-Directed and Advising in Language Education Conference from an English teacher’s point of view. I watched both plenary sessions and some of the concurrent sessions in which I learned a lot. I will briefly mention the topics in the plenary sessions and concurrent sessions, my related ideas, and the implications I drew. I attended the conference as an English teacher seeking solutions for learners’ language learning issues and the specific problems that I personally faced during distance education times. This event encouraged me to reflect more deeply about education during post-COVID times, which, I believe, underlines the importance of self-directed learning and advising in language learning.

scholarly journals The effect of creative drama activities on candidate teachers’ self-directed skills

2017 ◽  
Vol 12 (3) ◽  
pp. 148-156
Author(s):  
Emine Kosucu ◽  
Cigdem Hursen
Keyword(s):  
Teacher Training ◽  
Quantitative Method ◽  
School Education ◽  
Creative Drama ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Qualitative And Quantitative ◽  
Directed Learning

This research aimed to specify the effect of creative drama activities on candidate teachers’ self-directed skills. 35 candidate teachers participated in this study in which a mixture of a qualitative and quantitative method was used. The results obtained from the research showed that creative drama activities are effective on candidate teachers’ self-directed skills. In this respect, it can be assumed that creative drama activities improved candidate teachers’ self-directed learning skills. It has also been noted that the participant candidate teachers were satisfied with the applications in which creative drama activities were carried out. Keywords: Creative Drama, pre-school education, self-directed skills, teacher training.

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