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ERIC Number: ED407385
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Learning To Learn: How Do Teachers Differ?
Waeytens, K.; And Others
The concept "learning to learn" assumes that teachers help students develop study skills and that students are encouraged to use higher order cognitive strategies. Fifty-four teachers of Dutch and mathematics in five secondary schools in Flemish Belgium were interviewed regarding their subjective interpretations of "learning to learn" and how they implemented it in their classrooms. Data from interviews with 51 teachers were used. Data analysis showed that 22 teachers used "learning to learn" in a supportive mode as a means to obtain better student results, and they tended to limit their instruction to tips and advice in advance of exams or tests. Fourteen teachers used learning to learn in a remedial mode, as a means to solve problems as they occurred. Both of these groups of teachers viewed students are passive participants in their education; they did not consider teaching students how to learn as part of their task. Only 15 teachers used learning to learn in a developmental mode and endeavored to help students develop attitudes and skills that are important outside the classroom context, as well. A preliminary conclusion was that teachers' views of "learning to learn" are related to the way schools and curriculum requirements view the concept. (Contains 48 references.) (JLS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium