| Title | Chapter 5: Empowering pre-service teachers: Enhancing self-directed learning with reflective Thinking Maps® |
|---|---|
| DOI | https://doi.org/10.4102/aosis.2025.BK458.05 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/458 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Elize Küng, Magda Kloppers & Rhelda Krügel. Licensee: AOSIS (Pty) Ltd. The moral rights of the editors and authors have been asserted. |
| Publisher | AOSIS |
| Published on | 2025-12-11 |
| Long abstract | This research aimed to determine the extent to which pre-service teachers were self-directed and critical thinkers before and after implementing ThinkingMaps® as a teaching strategy. Researchers studied a group of first- to fourth-year Bachelor of Education (BEd) pre-service teachers from a South African university’s School of Commerce and Social Studies in Education (SCSSE). Participation in completing the Williamson questionnaire and reflecting on the Thinking Maps® teaching strategy was voluntary. A mixed-method triangulation technique was employed to collect data, combining quantitative descriptive surveys with qualitative-phenomenological research methods. Williamson’s self-rating scale of self-directed learning (SDL) assessed participants’ self-directedness while implementing SDL strategies across five distinct areas: awareness, learning strategies, learning activities, evaluation, and interpersonal skills. Pre-service teachers reflected on their use of ThinkingMaps® as a teaching strategy. Exploratory factor analyses were conducted to establish construct validity, while Cronbach’s alpha was utilised to test the reliability of the resulting factors. The qualitative data aimed to enhance understanding of the phenomenon under study. The researchers coded the raw data into thematic patterns based on the study’s conceptual framework to interpret the collected data from interviews and reflections. Pre-service teachers recognised the importance of applying Thinking Maps®, which supported them in applying their new knowledge to classroom practices and promoting SDL, critical thinking, and creativity. Therefore, it is recommended that future training for pre-service teachers be structured around ThinkingMaps® to support the development of their critical thinking and SDL skills. |
| Print length | 35 pages |
| Media | 12 illustrations |
| 8 tables | |
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Gideon P van Tonder, an associate professor at NWU, South Africa, is renowned for his work in the self-directed professional development of teachers. He is a member of the Research Unit SDL in the Faculty of Education at NWU. He has made significant academic contributions, including numerous papers published in international education journals that focus on education management, critical thinking, metacognition and teacher professional development. Since 2015, he has authored various book chapters for publishers such as Van Schaik Publishers and AOSIS. His initiatives at NWU include projects aimed at enhancing research capabilities among staff and developing SDL skills in pre-service teachers through innovative teaching strategies. Additionally, he is deeply invested in community projects that seek to integrate entrepreneurship education across all subjects and school phases in South Africa by 2030. His excellence in teaching was recognised in 2019 when he received both the North-West University Teaching Excellence Award and the Distinguished Teaching Excellence Award across NWU’s faculties.
Byron J Bunt is an associate professor in the Faculty of Education at NWU, South Africa. He specialises in history education and is a member of the Research Unit Self-Directed Learning (SDL). With over a decade of experience in teacher education, his research primarily focuses on cognitive education and game-based learning (GBL). He advocates for enhancing students’ creative and critical thinking skills through gamification. He has made significant contributions to history education and GBL through scholarly book chapters and articles published in prestigious academic journals. He pioneered a teaching and learning initiative using his self-developed trading card game, ‘Dogs of War’, to foster SDL skills in his history classes. Additionally, he is involved in projects that integrate open educational resources (OERs) and games to develop educational board and card games. Another notable project involved using the mobile gaming app ‘Habitica’ in an intervention where students role-played in the history classroom to cultivate habits of mind.
Viné Petzer is an Accounting lecturer at NWU, South Africa, where she also leads the Economics and Management Sciences subject group in the School for Commerce and Social Studies. Her educational journey began with a BCom degree in 1996 and an HEd diploma in 1997 from the then Potchefstroom University for Christian Higher Education. She enhanced her qualifications by earning a BEd (Hons) in 2007, an MEd in Teaching and Learning in 2010, and a PhD in 2019, all from NWU. With a combined experience of nineteen years in higher education and eight years of teaching in both the Senior and FET Phases, she specialises in Accounting. Her research focuses on improving teaching and learning strategies in Accounting education, with the goal of fostering cognitive development in both learners and aspiring teachers.
Nicolaas van Deventer is a lecturer in History for Education within the Faculty of Education at NWU, South Africa, and a member of the Research Unit SDL. He has achieved academic distinction at NWU, earning an MEd in Curriculum Studies, a BEd (Hons) in Curriculum Studies, and a BEd in both the Senior and FET Phases. His research primarily focuses on SDL and historical thinking. He has contributed to the academic community by co-authoring several articles and book chapters centred on SDL. Additionally, he plays a key role in various research initiatives aimed at developing SDL skills among pre-service teachers, employing innovative and effective teaching strategies.
Hermann D Bosch is an Economics lecturer in the Faculty of Education at NWU, South Africa. With two decades of experience, he has taught Economics at both secondary and tertiary levels. His academic credentials include a Bachelor of Commerce (BCom) in Economics and International Trade, an Honours Bachelor of Commerce (BCom (Hons)) in Economics, a Master of Commerce (MCom) in Economics, and a PGCE, all from NWU. He has co-authored a scholarly article on SDL and is conducting further research in this area. His primary research interests focus on SDL and economics teaching methods.
Lizelle van Schadewijk is a junior lecturer at NWU, South Africa, specialising in Accounting Education. Her passion for this field is evident in her extensive experience, which includes several years as an Accounting teacher for Grades 10–12 before joining NWU’s Faculty of Education. Committed to nurturing the next generation of Accounting educators, she shares her knowledge and experience with aspiring teachers. Her academic achievements are noteworthy: she earned her BEd (Hons) in Curriculum Studies cum laude and is advancing her expertise through her MEd studies. Her research focuses on ‘Practical guidelines for implementing problem-based learning to foster self-directed learning characteristics in pre-service Accounting teachers’. She has co-authored an article and contributed to a chapter in an AOSIS book. She is actively involved in research, professional development and various academic initiatives, demonstrating her commitment to staying updated on key educational trends. Her multifaceted involvement in the academic community highlights her ongoing dedication to scholarly growth and ethical considerations in education.
Erika Fourie earned her PhD in Risk Analysis from NWU, South Africa, in 2015. Her professional journey began in 2005 at Standard Bank, where she worked as a quantitative analyst. In 2010, she transitioned to Statistical Consulting Services at NWU as a subject specialist, contributing to numerous research projects and supervising postgraduate studies. In 2017, she expanded her academic involvement by beginning to lecture at NWU’s School of Mathematical and Statistical Sciences. She currently serves as a senior subject specialist and lecturer at NWU.