Academic journal article Asian Social Science

Subjective Conception of Students' Self-Regulated Learning from the Perspective of a Beginner Teacher

Academic journal article Asian Social Science

Subjective Conception of Students' Self-Regulated Learning from the Perspective of a Beginner Teacher

Article excerpt


The authors of the paper contemplate changes in contemporary society and their impact on the culture of education. In accordance with Leirman the authors see a shiftin current education froma culture of experts and prophets to a more practical engineering and communicator culture. Along with Keller and Tvrdý they do not view the shiftas a decline but rather as a transition from heroismto practicality. Following the selected theoretical foundationsthe paper focuses on what the teacher's conception of students'self-regulated learning is and whether there are particular differences in the conceptionofteaching innovice teachers and teachers with teaching experience. The aim of the survey is to map the existing, statistically significant differences in beliefs of beginning and practicing teachers on selectedareas of teaching, namely the content of teaching, interaction with the student, the methods of teaching andevaluation of the student.

Keywords: teacher, teaching and learning, self-regulated learning, constructivist approach

1. Introduction

The teaching profession is subjected to new specific requirements in today's information society, which is sometimes referred to as the post-industrial, postmodern or network society. The teachers, who were regarded as the only source of expert and relevant information at the end of the 20thcentury, i.e. not so long time ago, now compete for studentsattention with newer, faster and more modern media, especially electronic mass media such as television and the Internet. The role of the teacher shifts from being an information provider to the role of a guide who provides students with the knowledge of today's world. Such social changes are also flexibly reflected in the ongoing curricular reform. In this context, education gradually shifts from the traditional concept of teaching to the constructivist concept where learning is seen as an active, constructive and self-regulatory process in which the students abandon the traditional role of passive receivers of information and become active participants in the learning process, during which they transform their existing thought patterns (preconceptions) based on active acquisition of new knowledge. "Previously, pedagogical communication between teachers and students was based solely on locality. Nowadays, however, physical proximity and personal meeting in a fixed time is not a necessary prerequisite for the educational process. Today, students need not draw on knowledge based on mutual presence, i.e. is on personal familiarity with others in certain situations..." (Vávrová, 2009, p. 122). The teaching process takes new forms among which we should mention e-learning, teaching via computer technology through the use of computer networks and the Internet, and m-learning or mobile learning using new generations of mobile phones and computers. Teaching thus takes place in various fixed places in the network but also happens in motion (e.g., while travelling). "The connection is ubiquitous, with the place in cyberspace being constantly in motion." (Vávrová, 2009, p. 123).

New trends in education put new demands on teachers and the learning culture. Walter Leirman (1996) developed a typology of four cultures that are the components of the educational processand are always present in varying proportions. He distinguishes the culture of experts, engineers, prophets and communicators. The culture of experts is closer to the prophetic culture and their common base is transmitting of universal truths through school where the teacher "...acts as a spiritual leader who provides his/her listeners with enlightenment without which they would remain unenlightened..."(Keller, Tvrdý, 2008, p. 40). The authors believe these two types of culture dominate in the traditional ways of teaching. Unlike the traditional concepts, however, in the constructivist concept the domineering culture is the engineering one. Its aim is not to convey the utmost truths but rather promote their practical orientation and usability of the acquired knowledge in practice. …

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