Toward self-directed learning in secondary schools: what do teachers do?

Bolhuis, Sanneke; Voeten, Marinus

doi:10.1016/s0742-051x(01)00034-8

Cited by 140 publications

(139 citation statements)

References 7 publications

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“…The teachers are expected to disseminate knowledge through lectures and verbal exchanges (Shuell 1996), and structure the course material itself, as well as the way in which it is provided (Gibbs 1992;Boekaerts and Niemivirta 2000;Bolhuis and Voeten 2001). Students are expected to focus on the receipt of knowledge (Greeno et al 1996;Prince 2004), and practice assigned exercises individually or in small groups.…”

Section: Traditional and Social Constructivist Views On Learning And mentioning

confidence: 99%

Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches

2015

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Research on self-determination theory (SDT) has shown that positive learning outcomes accrue in classrooms that support students' needs for autonomy, competence, and relatedness. Studies on what need supportive teaching entails in practice are, however, scarce. In the present study, we aimed to gain in-depth understanding of typical manifestations of the positive (autonomy support, structure, involvement) and negative (autonomy thwart, chaos, disaffection or reject) dimensions of need supportive teaching by relating these to educational approaches of schools. For this purpose, we conducted a narrative analysis of teacher-student interactions in two contrasting cases: A prototypical traditional class and a prototypical social constructivist class. In both classes, we analysed lessons in math and in mother language spread over the grade-7 year of secondary education. The results indicated striking differences between both classes in manifestations of need supportive teaching as well as similarities. The findings have implications for translating SDT to educational practice as they help make concrete the theoretical construct of need supportive teaching as well as further understanding of how SDT-interventions can be implemented in practice.

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Section: Traditional and Social Constructivist Views On Learning And mentioning

confidence: 99%

Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches

2015

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“…While there is a general tendency of researchers to move from experimental conditions to real classes (e.g. Bolhuis and Voeten 2001;Newmann, Marks, and Gamoran 1996), it is usually schools that are observed, and we found no literature concerning adult training.…”

Section: Knowledge and Learning In A Constructivist Frameworkmentioning

confidence: 56%

“…The hypothesis that a teacher's behaviour should basically be consistent with her beliefs and ideals (Johnson 1992;Richardson 1994;Richardson et al 1991) is scarcely supported by empirical evidence (Bolhuis and Voeten 2001;Fang 1996). This is probably due to the difficulties that teachers encounter in putting their abstract knowledge into practice in real contexts (Wubbels, Brekelmans, and Hooymayers 1992).…”

Section: Knowledge and Learning In A Constructivist Frameworkmentioning

confidence: 99%

Knowledge construction: the role of the teacher’s interpersonal attitudes

Mate

Brizio

Tirassa

2011

Research Papers in Education

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Socio-constructivist perspectives on adult education, as well as many practitioners in the field, assume that the teacher's interpersonal attitudes influence the process of knowledge construction on the part of the participants. The aim of this paper is to contribute to an empirical evaluation of this view, and in particular: (i) to understand whether the actions enacted by an educator toward learners may be taken as local cues of her underlying general interpersonal attitudes in and about the situation; (ii) to try to describe such behaviours and to gather them into meaningful clusters; (iii) to explore possible differences in the general interpersonal attitudes of novice vs. expert educators; (iv) to correlate such attitudes with the learners' behaviours. Fifteen training courses for adults, each involving different educators, participants and topics, were observed. All the courses took place in classrooms in the city of Torino, Italy. Each course was simultaneously observed by three independent judges. Factor analysis led to the identification of four main interpersonal attitudes of the educators, namely favouring cooperation, directivity, flexibility, and focusing on the group. These attitudes were then correlated to indexes of the participants' levels of attention, participation and understanding. The results corroborate the hypothesis that the interpersonal attitudes of the educators correlate with the mental attitudes of the learners. In particular, a cooperative orientation appears to foster the conditions for the construction of new knowledge. The two subgroups of expert and novice educators achieved different levels of effectiveness. Overall, our findings support the idea that learning is a process of knowledge transformation that takes place within an interpersonal context.

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“…They must be read and understood in context. Bolhuis and Voeten (2001) regard self-directed learning as an important learning strategy and goal. They argue that teachers must alternate between being transmitters of knowledge and activators of process-oriented learning.…”

Section: Research Questionsmentioning

confidence: 99%

Self-directed learning research: An imperative for transforming the educational landscape

Mentz¹,

Oosthuizen²

2016

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Toward self-directed learning in secondary schools: what do teachers do?

Cited by 140 publications

References 7 publications

Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches

Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches

Knowledge construction: the role of the teacher’s interpersonal attitudes

Self-directed learning research: An imperative for transforming the educational landscape

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