Open AccessThe promotion of self-directed learning in Pre-school: Reflection on teachers' professional practice
Author(s) -
Jana Gravaa,
Vineta Poleb
Publication year - 2021
Publication title -
cypriot journal of educational sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.22
H-Index - 5
eISSN - 1305-905X
pISSN - 1305-9076
DOI - 10.18844/cjes.v16i5.6351
Subject(s) - psychology , promotion (chess) , metacognition , autodidacticism , qualitative research , mathematics education , professional learning community , pedagogy , professional development , quality (philosophy) , sociology , cognition , social science , philosophy , epistemology , neuroscience , politics , political science , law
A learning environment that offers the opportunity for the child to explore the world, express him/herself and use everyday life as a learning experience forms the basis for a child’s self-directed learning. This research’s objective is to discover the determining factors of the child's self-directed learning, revealing the challenges faced by the teachers in organizing self-directed learning process. This is a phenomenological research study, designed as a mixed sequential qualitative and quantitative study, which implies a qualitative processing of the initial data. 150 teachers from different regions and cities of Latvia completed the survey. The interviews were conducted with seven participants. In this study, 50 self-assessments of pre-school teachers were analysed focusing on the quality of their professional activity. We discovered a shift in teachers' understanding of their professional pedagogical activity, its content and implementation methods related to metacognitive abilities, in order to effectively plan, organize and evaluate their pedagogical strategies.Keywords: pre-school; child's self-directed learning; teaching.