A case study: Autonomous learning supporting pupil autonomy in one primary school applying the child-centred ethos
Başlık çevirisi mevcut değil.
- Tez No: 400290
- Danışmanlar: ANNETTE L. BARNARD
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1997
- Dil: İngilizce
- Üniversite: Newcastle Unıversıty
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Eğitim Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
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Özet (Çeviri)
This is a descriptive case-study of autonomous learning in one primary school in North East of England which has been applying a child-centred ethos.The researcher intended to show the relationship between teacher, pupil and learning environment in terms of developing and supporting pupil autonomy in his/her learning. Data were collected for this study from a primary school in the Gateshead area. The researcher applied a questionnaire to the teachers in the school. The purpose of the questionnaire was to collect data from the teachers about whether they support pupil autonomy within the context of school ethos or not, and how they support it. Some major dimensions were taken into account in defining the questionnaire to focus on specific aspects: individual goal setting and planning; monitoring learning and teaching/ learning strategies; assessment and co-operation in the class.Through an additional research instrument, observation, the researcher has provided a qualitative data considering teacher and children behaviours in the learning environment in terms of autonomous learning.Observation, questionnaire and looking at the school documents, all enabled information to be gathered on autonomous learning. It was concluded that autonomous learning can occur when the teacher assumes the role of facilitator of knowledge, becomes a supporter of helping pupil self-responsibility, self-confidence and self-direction an creates a child-centred classroom which helps children to be independent. The role of the school in supporting teachers to do this is also noted.From the findings, some lessons were revealed for Turkey and its primary school teaching system. It is hoped that this study will provide an example of promoting pupil autonomy within the progressive approach which can be useful in helping those who wish to change Turkish educational understanding .
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