Cognitive Coaching: Developing Teachers of English as Self-directed Learners
Yükleniyor...
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Asia TEFL
Erişim Hakkı
info:eu-repo/semantics/openAccess
Attribution-NonCommercial 3.0 United States
Attribution-NonCommercial 3.0 United States
Özet
Innovative and leadership-based learning environments proposed by Education 4.0 have created new tasks for teachers to take greater ownership of change to survive in both digital and physical classrooms. These tasks require teachers to increase their cognitive development and teacher sense of efficacy (TSE). Within this context, teachers as self-directed learners with high levels of sense of efficacy and a more efficient cognitive development are the best agents of change in creating innovative learning opportunities for both themselves and learners as demanded by Education 4.0. This single case study based on pre/post test design aims to examine the impact of a cognitive coaching program developed by the researchers on cognitive and TSE development of pre-service EFL (English as a foreign language) teachers in the Turkish EFL context. Overall, the program had a significant impact on TSE development of teacher candidates and coaching skills concerned with their cognitive development, self-directedness, self-modification, and self-reflection.
Açıklama
Anahtar Kelimeler
Cognitive coaching, Reflective learning community, Self-directed learning, Teacher sense of efficacy
Kaynak
The Journal of Asia TEFL
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
18
Sayı
3
Künye
Göker, S. D., & Göker, M. Ü. (2021). Cognitive coaching: Developing teachers of english as self-directed learners. Journal of Asia TEFL, 18(3), 875-890. doi:10.18823/asiatefl.2021.18.3.8.875
