How Cognitively Coached Teachers Design and Facilitate Self-Directed Learning in General Education Classrooms

Amy Stewart

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How Cognitively Coached Teachers Design and Facilitate Self-Directed Learning in General Education Classrooms

机译：认知指导教师设计和如何促进自主学习教育课堂

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The purpose was to describe how cognitively coached teachers design and facilitate instruction for self-directed learning in general education classrooms. Vygotsky's social development theory and Bronfenbrenner's development ecological model of human development provided the theoretical frameworks for this study. The two sources of data that were utilized in this study were semi-structured individual interviews and a lesson plan artifactual document review. The results indicated that cognitively coached teachers design and facilitate instruction for self-directed learning through a description of the following five themes: 1) developing individualized learning with challenging expectations, 2) preparing meaningful and transferable content, 3) establishing an active learning environment, 4) engaging learners in authentic tasks, and 5) supporting student responsibility for learning.

机译：目的是描述如何认知指导教师设计和方便自主学习说明书教育的教室。发展理论和Bronfenbrenner发展生态人类发展的模式为这个提供了理论框架研究。在这项研究中是半结构化的个人访谈和教案artifactual文档审查。指导教师设计和方便自主学习通过说明书描述下列五个主题:1)发展个性化的学习,具有挑战性的预期,2)准备有意义的和可转让的内容,3)建立活跃的学习环境,4)迷人的学习者在真实的任务,和5)支持学生对学习负责。

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《International Journal of Curriculum Development and Learning Measurement》 |2021年第1期|55-72|共18页
作者
Amy Stewart;
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作者单位

Grand Canyon University, USA;

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原文格式 PDF
正文语种英语
中图分类 382B0714;
关键词
general education; instruction; human developmentteaching roomsSelf instructionData sourcesConstructivismUnsupervised learning;

机译：通识教育;教学;人类developmentteaching roomsSelf instructionDatasourcesConstructivismUnsupervised学习;

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How Cognitively Coached Teachers Design and Facilitate Self-Directed Learning in General Education Classrooms

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