The Efficacy of Habits of Mind in the Inculcation of Self-Directed Learning Skills in Pre-Service Teachers

Abstract

The purpose of this research was to determine the extent to which pre-service teachers were self-directed before implementing habits of mind as a teaching strategy. The researchers purposively focused on first to fourth-year BEd students. The sample consisted of 277 students who volunteered. A concurrent mixed-method triangulation approach was applied. Even though the students overestimated themselves in Williamson's self-rating scale of self-directed learning, the habits of mind positively affected developing various aspects of the self-directed learning process. Pre-service teachers recognised the importance of applying habits of mind, which will help them use their new knowledge in classroom practices and promote self-directed learning. Therefore, it is recommended that the future training of pre-service teachers be scaffolded around the habits of mind that will contribute to developing the teachers' ways of thinking, self-directed learning, and competencies. In addition, several habits of mind will support teachers in utilising and/or adjusting their prior learning to be open to or contribute to the construction of new knowledge. It is also recommended that habits of mind be infused into the current BEd curriculum in order to foster self-directed learning.

Improving the habits of mind of senior high school students toward biology learning through creative problem-solving learning model based on mind mapping: Pre-experimental study

“…The selection of the mind mapping technique combined with the CPL learning model is a collaboration that is very appropriate and suitable in increasing interest learn students' thinking habits (Klassen, 2006;Ng & Ng, 2015). Students with a high interest in learning will have high creative thinking skills which is one of the indicators of habits of mind making it easier to achieve learning goals (Van Tonder et al, 2021). Mind mapping is very effectively used to bring up the hidden ideas that students have, mind mapping is ideal for jumping up students' thinking through forming, visualizing, designing, taking notes, solving problems, making decisions, revising and clarifying main topics so that students can complete assignments even though there are many (Sulfemi, 2019), besides that based on several studies that have been carried out the mind mapping technique has also been shown to increase understanding, creativity, and increase self-regulation of students which includes indicators of habits of mind (Putro et al, 2021).…”

Influencing beginner teachers' autonomy: the impact of mentorship in fostering self-directed learning

“…SDL is characterised by individuals' inherent predisposition towards this particular learning mode and their ability to autonomously engage in the learning process. SDL is an educational approach wherein learners take responsibility for their own learning process (Van Tonder et al. , 2021).…”

“…SDL is characterised by individuals' inherent predisposition towards this particular learning mode and their ability to autonomously engage in the learning process. SDL is an educational approach wherein learners take responsibility for their own learning process (Van Tonder et al, 2021). Knowles (1975) is well-known for his definition of SDL as a process in which individuals take the initiative, with or without the support of others, to identify their learning needs, formulate learning goals, identify human and material resources for learning, select and implement appropriate learning strategies, and assess learning outcomes (p. 18).…”

Fostering Self-Directed Praxis in Student Teachers: Investigating the Advantages of a Pedagogical Intervention for Augmenting Autonomy

“…The education system needs to go beyond teaching basic skills and focus on developing critical thinking and self-directed learning (SDL) skills in students. This is important to address global issues, for example, individuals who can merely read, write, and count, and prepare students for the demands of the job market (Van Tonder et al, 2021). Teachers should act as facilitators and create a student-centred learning environment to promote self-directed learning.…”