<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Implementation of the result-oriented (self-)education paradigm in the general education school requires sustainable changes in didactics not only on the strategic document plane but also in educational practice. However, its implementation in practice is complicated. The success of the interaction between theory and practice largely depends on the teacher’s professionalism. Therefore, the insights that have emerged in the context of teachers’ practical experiences applying self-directed learning are important identifying preconditions for sustainable changes in didactics. The semi-structured written survey and the content analysis enabled the authors to find out preconditions for changes in didactics, manifesting themselves through the teacher’’s personal self-actualisation, the student’s empowerment to learn and redistribution of powers of participants of the educational process. Research results suggest that identified preconditions for changes in didactics are interrelated and illustrate manifestation of sustainable changes in didactics.</p></abstract>

Implementation of the result-oriented (self-)education paradigm in the general education school requires sustainable changes in didactics not only on the strategic document plane but also in educational practice. However, its implementation in practice is complicated. The success of the interaction between theory and practice largely depends on the teacher’s professionalism. Therefore, the insights that have emerged in the context of teachers’ practical experiences applying self-directed learning are important identifying preconditions for sustainable changes in didactics. The semi-structured written survey and the content analysis enabled the authors to find out preconditions for changes in didactics, manifesting themselves through the teacher’’s personal self-actualisation, the student’s empowerment to learn and redistribution of powers of participants of the educational process. Research results suggest that identified preconditions for changes in didactics are interrelated and illustrate manifestation of sustainable changes in didactics.

Preconditions for Sustainable Changes in Didactics Applying Self-Directed Learning in the General Education School

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Implementation of the result-oriented (self-)education paradigm in the general education school requires sustainable changes in didactics not only on the...

Preconditions for Sustainable Changes in Didactics Applying Self-Directed Learning in the General Education School

Publié en ligne: 30 déc. 2016

Pages: 105 - 118

DOI: https://doi.org/10.1515/jtes-2016-0018

Mots clés
self-directed learning, didactics, (self-)education process

© 2016 Ausra Kazlauskiene et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Preconditions for Sustainable Changes in Didactics Applying Self-Directed Learning in the General Education School

Publié en ligne: 30 déc. 2016

Pages: 105 - 118

DOI: https://doi.org/10.1515/jtes-2016-0018

Mots clésself-directed learning, didactics, (self-)education process

© 2016 Ausra Kazlauskiene et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
self-directed learning, didactics, (self-)education process