A Cognitive Self-Direction Model for Teacher Education
- 1 May 1989
- journal article
- other
- Published by SAGE Publications in Journal of Teacher Education
- Vol. 40 (3) , 27-32
- https://doi.org/10.1177/002248718904000305
Abstract
The authors suggest a theory of cogni tive self-direction (CSD) for teacher edu cation that goes beyond the typical def inition of teacher reflection. This theory is based on higher-order mental function ing, emphasizing cognitive awareness, proactive teaching, teacher-student in teractions, and verbal self-regulation of teaching acts. CSD is translated into teacher education curriculum and methodology.This publication has 17 references indexed in Scilit:
- Application of Cognitive Behavior Modification: First and Third Graders’ Self-Management of Classroom BehaviorsAmerican Educational Research Journal, 1988
- The Study of Teacher Thinking: Implications for Teacher EducationJournal of Teacher Education, 1986
- Planning and Problem Solving in Teacher EducationJournal of Teacher Education, 1986
- Self-Regulation and Interactive Teaching: The Effects of Teaching Conditions on Teachers' Cognitive ActivityThe Elementary School Journal, 1986
- Self-instruction training: A potential tool for school psychologistsPsychology in the Schools, 1985
- Cognitive-Behavior ModificationPublished by Springer Nature ,1977
- Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review, 1977
- Enhancing Creativity by Modifying What Subjects Say to ThemselvesAmerican Educational Research Journal, 1975
- Training impulsive children to talk to themselves: A means of developing self-control.Journal of Abnormal Psychology, 1971
- Porteus Maze Performance of Hyperactive Boys after Training in Self-Directed Verbal CommandsChild Development, 1968