Teacher Trainees’ Perception of Self-Directed Learning in Social Studies Subject Through Self-Assessment in The Teacher Training Centre
DOI:
https://doi.org/10.64780/msl.v1i2.184Keywords:
Self-Directed Learning, Teacher Trainees, Self-Assessment, Motivation, Goal-Setting, Life Span, Interpersonal CommunicationAbstract
Self-Directed Learning (SDL) has become a critical component of teacher education, particularly in preparing teacher trainees to be autonomous, reflective, and lifelong learners. This study aims to explore the perceptions of teacher trainees regarding SDL in social studies education through self-assessment. A descriptive qualitative research design was employed, with data collected from 46 teacher trainees at Kratie Provincial Teacher Training Center, Cambodia, using a self-assessment questionnaire. The questionnaire addressed key dimensions of SDL, including learning motivation, planning and implementation, self-motivation, and interpersonal communication. The findings revealed that most trainees demonstrated positive perceptions of SDL, showing high levels of motivation, goal-setting ability, self-regulation, and confidence in their interpersonal communication skills. The study also highlighted the role of self-assessment in enhancing trainees' awareness of their strengths and weaknesses, promoting a deeper engagement with learning. This research contributes to the growing body of literature on SDL in teacher education, particularly in a non-Western context, by emphasizing the importance of self-assessment and cultural exchange in enhancing SDL. The findings suggest practical implications for integrating SDL strategies into teacher training programs, while also identifying areas for future research to further explore the long-term impact of SDL on teaching practice.
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