Fostering Self-Directed Praxis in Student Teachers: Investigating the Advantages of a Pedagogical Intervention for Augmenting Autonomy

Abstract

In the 21st century, the complex and ever-changing world necessitates the development of information education and thinking skills. The labour market currently demands students who possess, among other things, creative and critical thinking abilities, and robust problem-solving skills. Therefore, education is crucial, and assisting students in enhancing their self-directed learning is highly relevant to teachers. Self-directed learning is a crucial research issue for twenty-first-century lecturers, and the ability to self-direct is necessary for teachers to train their learners. However, the classroom culture is not designed to encourage self-direction, but rather complacent consumption. It is an "un-flipped paradigm" where students record what lecturers teach and reframe it through tests, assignments, and essays to demonstrate their understanding. The challenge emerged when a community-of-practice project was launched to prepare student teachers for the essential skill of self-directed learning under the "new normal." This study investigated the effect of Habits of Mind, Thinking Maps and Six Thinking Hats on the development of self-directed learning skills among student teachers in their first through fourth years of study at the Faculty of Education, North-West University, South Africa. Adult learning theory contributed to students' improving their self-directed learning. A quantitative-descriptive survey study and qualitative phenomenological research were used to triangulate the data. Cronbach's alphas are reliable for all constructs. The self-directed learning awareness of first- and fourth-year student teachers marginally increased. According to qualitative evidence, self-directed learning enhanced academic achievement in first- and fourth-year students. These discoveries will be presented in both theoretical and practical contexts.