Fostering Self-Directed Praxis in Student Teachers: Investigating the Advantages of a Pedagogical Intervention for Augmenting Autonomy

Abstract

The 21st century requires students to develop information education and thinking skills, including creative and critical thinking and problem-solving skills. However, the current classroom culture does not encourage self-directed learning. A study was conducted with Baccalaureus Educationist (BEd) pre-service teachers from the North-West University in South Africa to investigate the effect of Habits of Mind, Thinking Maps, and Six Thinking Hats on the development of self-directed learning skills. A non-probability sampling method was employed to select a convenient and purposeful sample of 277 students who volunteered and specialised in Business Studies, Economics, Accounting, and History. The participants completed the Self-Rating Scale of Self-Directed Learning (SRSSDL) of Williamson's questionnaire to evaluate participants' self-direction in learning. A quantitative-descriptive survey and qualitative phenomenological research were used to triangulate the data. The study found that the self-directed learning awareness of first- and fourth-year student teachers marginally increased. The proposed model fit the data well; all variables contributed statistically and practically significant correlations. Quantitative analytical tools were employed to determine the reliability of all constructs by calculating the Cronbach Alfa values. The study also found that self-directed learning enhanced academic achievement in first- and fourth-year students. A Confirmatory Factor Analysis (CFA), using Structural Equation Modeling (SEM), was conducted on the pre-test data (n = 277) of this study to assess how well the proposed model fits the data. All the variables contribute statistical significance to the model (p-values of all the regression coefficients < 0.05), and all the correlations between the constructs are practically significant. Improvements in SRSSDL scores were investigated using dependent t-tests. The participants valued teaching strategies that accommodate varied learning requirements and provide flexibility and autonomy. The study highlights the importance of a nurturing learning environment that challenges and fosters individual growth. It also emphasises that self-directed learning does not occur in isolation but thrives in environments that offer coherence and independence. Overall, the study contributes to the understanding of self-directed learning and provides insights for teachers on promoting and supporting this skill among pre-service teachers.