Cognitive Coaching: Developing Teachers of English as Self-directed Learners

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dc.authorid0000-0003-3291-7879en_US
dc.authorid0000-0003-4258-8706en_US
dc.authorscopusid13805674900en_US
dc.authorscopusid57222169468en_US
dc.authorwosid-en_US
dc.authorwosid-en_US
dc.contributor.authorGöker, Süleyman Davut
dc.contributor.authorGöker, Mübeher Ürün
dc.date.accessioned2023-04-03T07:24:56Z
dc.date.available2023-04-03T07:24:56Z
dc.date.issued2021en_US
dc.departmentFakülteler, Eğitim Fakültesi, Eğitim Bilimleri Bölümü
dc.departmentYüksekokullar, Yabancı Diller Yüksekokulu, Yabancı Diller Bölümü
dc.description.abstractInnovative 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.en_US
dc.identifier.citationGöker, 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.2021.18.3.8.875en_US
dc.identifier.doi10.18823/asiatefl.2021.18.3.8.875
dc.identifier.endpage890en_US
dc.identifier.issn1738-3102
dc.identifier.issn2466-1511
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85119898818
dc.identifier.startpage875en_US
dc.identifier.urihttps://doi.org/10.18823/asiatefl.2021.18.3.8.875
dc.identifier.urihttps://hdl.handle.net/20.500.12428/3912
dc.identifier.volume18en_US
dc.identifier.wosWOS:000713952100008
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorGöker, Süleyman Davut
dc.institutionauthorGöker, Mübeher Ürün
dc.language.isoen
dc.publisherAsia TEFLen_US
dc.relation.ispartofThe Journal of Asia TEFLen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.rightsAttribution-NonCommercial 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/3.0/us/*
dc.subjectCognitive coachingen_US
dc.subjectReflective learning communityen_US
dc.subjectSelf-directed learningen_US
dc.subjectTeacher sense of efficacyen_US
dc.titleCognitive Coaching: Developing Teachers of English as Self-directed Learners
dc.typeArticle

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