| Title | Chapter 10: Proposing a model for analysing the relationship between metacognitive awareness and worldview as mediating constructs of self-directed learning |
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| DOI | https://doi.org/10.4102/aosis.2024.BK484.10 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/484 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Bernadette Geduld, Byron J Bunt & Divan Jagals (eds.). Licensee: AOSIS (Pty) Ltd. The moral right of the editors and authors has been asserted. |
| Publisher | AOSIS |
| Long abstract | This chapter reports on an investigation into the relationship – mediated by self-directed learning (SDL) domains – between in-service teachers’ worldview and metacognitive awareness. The research method adopts a quantitative approach within a postpositivist paradigm to empirically discover the connection between metacognitive awareness and worldview in promoting SDL. This study focused on a representative sample of 142 responders from a South African private school group. The research tools included (1) worldview test, (2) metacognitive awareness inventory and (3) SDL Readiness Scale – of which descriptive and inferential statistics were calculated. Based on the calculations, structural equation modelling suggests four models, aligned with the hypotheses for this study. Model 1 shows a continuous interaction between metacognitive knowledge (what technique do I need to do this task?) and metacognitive regulation (watching myself) to inspire someone to take initiative and become more self-directed. The link between the visible realm of SDL and the integrated worldview is presented in Model 2. Model 3 proposes that the growth of SDL is specifically aided by metacognitive knowledge. Model 4 suggests that the development of SDL is supported by metacognitive knowledge and an integrated worldview. The authors aimed to ascertain the model’s substantial fit in gauging the link between metacognitive awareness and worldview while considering the mediating role of visible and affective domains in SDL. They sought to explore whether teachers’ metacognitive awareness directly impacts their worldview and their SDL, alongside investigating whether teachers’ worldview directly influences their SDL. |
| Print length | 26 pages |
| Language | English (Original) |
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Christine-Marie van der Westhuizen is a seasoned educator and curriculum manager with over 15 years of dedicated service in the intermediate phase classroom. Currently, she is serving as the curriculum manager for Afrikaans and Social Sciences at Curro Head Office. Her journey in education reached a significant milestone with the completion of her master’s degree in Curriculum Management, providing her with a comprehensive understanding of curriculum design and implementation. Over the past three years at Curro, she has been instrumental in shaping and refining the educational landscape, ensuring a dynamic and enriching learning experience for intermediate phase and Grade 7 teachers. Her commitment extends beyond the confines of administrative roles as she actively engages with the teaching community through SACE-accredited workshops offering insights and best practices. Regular classroom visits allow her to connect with educators on a personal level, fostering a collaborative environment where ideas and innovations thrive. Day-to-day interactions involve working closely with teachers and providing support and guidance to enhance their professional development.
Divan Jagals is a senior lecturer in the field of Curriculum Studies, Philosophy and Research Methodology in the School of Professional Studies in Education at the Potchefstroom campus of the North-West University. He has 16 years of educational experience in both secondary and tertiary education, in contact, blended and distance education contexts. He is also an editorial board member of a number of international journals, and he is the recipient of several research grants for national and international research projects. The most recent project involvements include the facilitation of metacognitive awareness through a personalised and adaptive online learning platform using adaptive prompts to promote self-directed learning, as well as a project set towards developing a self-transcendent philosophy of self-directed learning. He was also selected as one of three research fellows to complete a 4-month research fellowship under the guidance of the UNESCO Chair for Personalised and Adaptive Distance Education at the Swiss Distance University of Applied Sciences. He has published research on worldviews and their connection with the affective domain through metacognitive awareness in several national and international research journals and (co-)-authored numerous academic book chapters and presented research findings on metacognition, philosophy and self-directed learning at various national and international conferences. He acts as a supervisor for postgraduate students who conduct research in the field of self-directed learning and metacognition. He holds a Doctorate in Mathematics Education, and his research interests include the facilitation of metacognitive awareness to understand and promote self-directed learning.
Marisa (MC) Verster is currently a senior lecturer at the Faculty of Education, North-West University. Her main research focus is on curriculum studies, self-directed learning and teachers’ professional development. She completed her PhD in 2020, which focused on enhancing teachers’ curriculum as praxis from a self-directed learning capability approach. She has presented papers and published at the national and international levels, and she also acts as a supervisor for postgraduate students. She is participating in research projects and contributing to community service.