‘Learning to Learn’ Characteristics in Educational Interactions between Teacher and Student in the Classroom
Authors: Vilma Zydziunaite, Lina Kaminskiene, Vaida Jurgile, Edita Jezukeviciene
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This paper presents the results of a study that aimed to reveal how the components of the concept ‘learning to learn’ are interrelated in the context of teacher–students’ educational interactions in the classroom. The study outlines the characteristics of ‘learning to learn’and specifics related to content through examining a teacher’s daily educational interactions with students in a classroom. The study involved 336 teachers from different types and levels of schools. The characteristics of ‘learning to learn’ included the self-assessment of teacher’s learning to learn skills, teaching principles applied for implementing ‘learning to learn,’ ‘learning to learn’ skills developed in lessons, student involvement, teacher–student learning co-creation, creating educational environments according to students’ learning differences, opportunities for students to control their learning, and learning strategies. The study proved that the development and improvement of the teacher’s individual educational plans in collaboration with their colleagues and a vision for the future development of the plans were directly related to each other. Moreover, the dissemination of the teacher’s good practices, active cooperation, and involvement in the school’s community activities were interrelated: the teacher’s attitude about the students’ expectations, related to the reflections, determined the students’ achievements in personal and socio-educational life; positive emotions were particularly important for students in achieving their learning goals; and feedback was obtained during the learning process. The study showed the importance of this for both teachers and students, as well as the idea that the teacher must consider the individual differences of the students in creating learning environments that motivate and enable all students to learn. The more opportunities there are for initiating creative problem-solving approaches, the more often students take responsibility for assigned learning tasks; the more often students are encouraged to self-assess and reflect on their learning strengths and weaknesses, the easier it is to control learning outcomes and the quality of learning. ‘Learning to learn’ is particularly important when teachers are no longer a main source of information and knowledge. The findings showed how such a gap can be addressed between current and future teaching-learning performances in a classroom.