The Role of Confidence in Lifelong Learning

Norman, Marie; Hyland, Terry

doi:10.1080/03055690303275

Cited by 89 publications

(66 citation statements)

References 18 publications

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“…Moreover, the trainees' confidence grew as they gained credibility in the role of teacher and this growing sense of confidence is closely connected to the trainees' evolving self-identification as a teacher. Confidence, in this understanding, is subjective and dependent on situation and providing the opportunity for the trainees to enhance their confidence by learning to be confident may be one of the most useful functions of teacher training (Norman and Hyland 2003). Yet, confidence can be considered as primarily about perception of self, not necessarily about enhancing the quality or range of professional practice.…”

Section: Confidencementioning

confidence: 99%

Coping, confidence and alienation: the early experience of trainee teachers in English further education

Orr

2012

Journal of Education for Teaching

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This article examines what both in-service and pre-service trainee teachers learn from their early experience of teaching in further education (FE) colleges in England.Despite differences between in-service and pre-service trainees, that early experience is often characterised by isolation and lack of control over practice for both groups. Though trainee teachers may develop as a result of this experience of working in FE, a discourse that emphasises their growing confidence obscures how these trainees may not be enhancing their professional practice, but rather learning to cope with difficult circumstances. This article draws on data gathered between 2005 and 2009 from two separate projects, one that focused on pre-service, the other on in-service teacher education in FE colleges. It problematises the effect of this early experience and applies the Marxist concept of alienation to analyse the development of trainee teachers in relation to coping rather than learning to teach.As a partial counterbalance to the paucity of the early experience of many trainee teachers, the article concludes by arguing that teacher education for the FE sector should be directed to increasing the autonomy of teachers and be constructed around a body of professional knowledge rather than the long list of statutory professional standards that shapes current provision.

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Section: Confidencementioning

confidence: 99%

Coping, confidence and alienation: the early experience of trainee teachers in English further education

Orr

2012

Journal of Education for Teaching

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“…Such a negative perception of learning reduces individuals' expectations, motivation and confidence, which McGivney (1993) calls 'a dispositional barrier'. Research has shown that a lack of confidence is very likely to make learners self-critical, doubtful of their abilities, nervous and insecure, reducing their ability to communicate and interact with others (Norman & Hyland, 2003). Such negative feelings prevent them from engaging in lifelong learning activities.…”

Section: Selfmentioning

confidence: 99%

Intrapersonal Communication As a Lifelong Learning Skill in Engineering Education

Deveci¹,

Nunn²

2018

Yuksekogretim Derg

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T T he engineering discipline is comprised of a range of specialized fields making it difficult to define. However, the roots of the word 'engineering' offer some insights. It derives from the Latin words 'ingenium' and 'ingeniare'. The former means 'cleverness' while the latter means 'to contrive, devise.' The term is defined in the Merriam-Webster dictionary as "the work of designing and creating large structures (such as roads and bridges) or new products or systems by using scientific methods." Taken together, these definitions suggest that the engineering discipline aims at inventing, designing and improving tools, materials, machines, etc. in clever and scientific ways with the overall aim of enhancing our lives. Neil Armstrong (cited in Landis, 2013, p. 37) Mühendislerin yaln›zca teknik becerilerle yetinebilece¤ine iliflkin tart›flmalar art›k geçerlili¤ini yitirmifl bulunmaktad›r. Gerek mesleklerinde gerekse yaflam boyu ö¤renme konusunda baflar›l› olabilmek için bir tak›m sosyal becerilere de sahip olmalar› gerekmektedir. Ancak mühendislik e¤itimi veren kurumlardaki müfredatlarda, ö¤rencilerin iletiflim becerilerini gelifltirmelerine yard›mc› olacak türden ders içerik ve uygulamalar› yeterince yayg›n de¤ildir. Bu becerilerin en önemlilerinden bir tanesi, kiflinin kendisiyle (içsel) iletiflimidir. Görüfl türünde haz›rlanm›fl bulunan bu makalede içsel iletiflimin anlam› ve yaflam boyu ö¤renmeye iliflkin önemi tart›fl›lmaktad›r. Bu iletiflim türünün önemine dair fark›ndal›k, kendimizi tan›mam›za, bilinçli, etik ve topluma faydal› kararlar vermemize yard›mc› olacakt›r. Yaflam boyu ö¤renmenin, bireylerin ve toplumun geliflmesine iliflkin hedefini göz önünde bulundurarak mü-hendislerin mesleklerinde yaflam boyu ö¤renme tutumu gelifltirmeleri gerekti¤ini savunaca¤›z. Bunun için ise içsel iletiflim becerilerinin gelifltirilmesi gerekti¤inin alt›n› çizece¤iz. Ayr›ca içsel iletiflimin, kifliler aras› iletiflimin etkinli¤i aç›s›ndan önemini tart›flaca¤›z. Bu amaçlar ›fl›¤›nda mühendislerin gerçeklefltirmeleri gereken içsel iletiflim becerilerini ve aktivitelerini betimleyece¤iz. Yap›land›rmac› ö¤renme kapsam›nda, yans›mac› düflünme, imgeleme ve geliflim raporu gibi e¤itim uygulamalar›n›n ö¤rencilerin içsel iletiflim becerilerine ve dolay›s›yla yaflam boyu ö¤renmeye katk›lar›n› tart›flaca¤›z. Anahtar sözcükler:Bireyler aras› iletiflim, içsel iletiflim, mühendislik e¤i-timi, sosyal beceriler, yans›mac› yazma, yaflam boyu ö¤renme.A discussion as to whether technical skills per se are enough for engineers may no longer be relevant. In order to succeed as lifelong learners, they also need a variety of soft-skills. Despite this, engineering curricula in general seem to pay relatively little attention to cultivating communication skills in students. One of the most essential of these is intrapersonal communication.In this non-research, discussion paper, we discuss the meaning and importance of intrapersonal communication in relation to 'lifelong learning': awareness of the importance of intrapersonal communication helps...

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“…It has been suggested that self-confidence can be either a trait or something that is specific to certain situations. Norman & Hyland (2003) point out that if self-confidence is seen as a trait, which personality theorists suggest are relatively stable over time, then those who lack self-confidence would be unlikely to develop it through educational activity. If, however, it is viewed as a situationally specific concept, as is assumed by this new model, then it is possible for students to increase their levels of selfconfidence for any given situation.…”

Section: Reflection and Evaluationmentioning

confidence: 99%

The key to employability: developing a practical model of graduate employability

Pool

Sewell

2007

Education + Training

688

517

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This paper introduces a straightforward, practical model of employability that will allow the concept to be explained easily and that can be used as a framework for working with students to develop their employability. PurposeThe model was developed from existing research into employability issues and the experience of the authors. The various elements of employability included in the model are discussed and their inclusion justified on the basis of existing research. Design/methodology/approachThe relationships between and the interaction of the elements within the model remain theoretical. Further research to test the model is planned and will be reported on at a later date. Research limitationsThe model can be used to explain the concept of employability to those new to the subject, and particularly to students and their parents. It will be a useful tool for lecturers, personal tutors, careers advisors and any other practitioners involved in Practical implications employability activities. It will also be used to develop a measurement tool for employability.This paper seeks to fill the gap between in depth, scholarly and complex articles or books about employability and very simple descriptive articles. It sets out for the first time exactly what is meant by employability, in clear and simple terms, and the model suggests directions for interaction between the various elements. It will be of value to anybody with an interest in employability issues.Originality/value

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The Role of Confidence in Lifelong Learning

Abstract: Bolton BL2 1JW (mn2@bolton.ac.uk/ th3@bolton.ac.uk) 2 AbstractThe key objectives and targets of the Learning and Skills Council's (LSC,2001)

Cited by 89 publications

References 18 publications

Coping, confidence and alienation: the early experience of trainee teachers in English further education

Coping, confidence and alienation: the early experience of trainee teachers in English further education

Intrapersonal Communication As a Lifelong Learning Skill in Engineering Education

The key to employability: developing a practical model of graduate employability

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