Towards teaching and beyond
Strengthening education by understanding students’ self-awareness development
Bibliographic Data
| ID | 12928828 |
|---|---|
| Authors | Heidi Flavian (0000-0003-0711-3959, corresponding author) |
| Year | 2016 |
| Volume | 8 |
| Issue | 1 |
| Pages | 88-100 |
| Publication date | 2016-01-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1757743815624118 |
| OpenAlex | W2467115740 |
| Language | EN |
| Citations received | 5 |
| References cited | 16 |
In the current era, when information is accessible to all, students are less motivated to invest in long learning processes. Thus, teachers need to focus on education while developing along the way their students’ self-fulfillment that is based on realistic self-awareness. By developing students’ motivation to delve into the information they can easily access, students also learn to develop their own thinking and understanding of the same information everyone has. The question is how to develop self-awareness. This year-long case study applied teaching processes based on the Mediated Learning Experience approach to 16 fourth-grade students via four of their teachers. Focus groups, individual interviews, and observations were used to collect the data, which then underwent discourse analysis. The teachers indicated that, by basing their teaching on building reciprocity and meaningful learning processes according to the Mediated Learning Experience criteria, they better understood the unique self-awareness that each student developed. Their understanding helped them to enhance their students’ internal motivation, and maintain an improved atmosphere in class
Class (philosophy · Mathematics education · Pedagogy · Reciprocity (cultural anthropology · Self-awareness · Teaching method · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Social Psychology · Teacher Education and Leadership Studies
Vygotsky’s Theory of Cognitive Development
Teacher beliefs, knowledge, and practice of self-regulated learning
Relationship of core self-evaluations to goal setting, motivation, and performance.
Expectancy–Value Theory of Achievement Motivation
Replacing the Misplaced
Exclusion, Alienation and the Sectarian Mind
| Unique citing works | 5 |
|---|---|
| Citations per year | 1 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |