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6.3 Beliefs related to strategy 6.3.1 Beliefs about cognitive strategies 6.3.2 Beliefs about metacognitive strategies |
178 179 181 |
7. BELIEFS ABOUT A LEARNING CULTURE:
from a researcher∕counsellor point of view 189
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7.1 Beliefs related to strategy: the way I see the project 7.1.1 Preliminary stage 7.1.2 Input sessions (IS) 7.1.2.1 Informingtheparticipants 7.1.2.2 Teaching the learners 7.1.2.2.1 About a model of self-directed learning process 7.1.2.2.2 About Hietacognitive strategies 7.1.2.2.3 About metacognitive awareness 7.1.2.2.4 About metacognitive knowledge 7.1.2.2.5 About person, as metacognitive knowledge 7.1.3 IndividualZgroup sessions (IZGS) 7.1.4 Group discussion sessions (DS) 7.2 Beliefs related to task 7.2.1 Alertness and orientation 7.2.1.1 Source of guidance 7.2.1.2 Degree of selectivity 7.2.2 Noticing and structuring: declarativisation 7.2.2.1 Noticing and renoticing 7.2.1.2 Structuring 7.2.3 Practising: restructuring and proceduralising 7.2.3.1 The issue of practising 7.2.3.2 Restructuring 7.2.3.2.1 Correcting errors 7.2.3.2.2 Triggering restructuration 7.2.3.2.3 The case of writing 7.2.3.3 Proceduralising 7.2.3.3.1 Getting rid of mistakes 7.2.3.3.2 Triggering proceduralisation 7.2.4 Conclusion 7.3 Beliefs related to person 7.3.1 Beliefs concerning different types of SAC learners 7.3.2 Beliefs concerning the SAC counsellor 7.4 Conclusion |
190 191 192 192 193 194 196 197 197 198 199 205 207 208 209 211 212 215 221 222 223 225 226 228 229 230 231 233 235 236 237 242 242 |
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8. THE CREATION OF A LEARNING CULTURE 8.1 A cultural approach 8.1.1 A learning culture: a working definition 8.1.2 The process of creation 8.1.2.1 Features of human beings as learners 8.1.2.2 Conditions for the creation of a learning culture 8.1.2.2.1 Authenticity |
246 248 249 252 252 253 255 |