Self-directed Learning in Pre-service Teacher Education

  • Irina A. KazachikhinaEmail author
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 907)


Many recent studies have focused on various aspects of self-directed learning (SDL). However, still little attention has been paid to a holistic situation as the place for developing SDL. It is important for teachers to be aware of the learning situation which transforms students from dependent to self-directed. In this study we focus on students’ perception of their learning progress in pre-service foreign language (FL) teaching course. The aim of this study was to examine what elements the students perceive as contributing to their successful learning and to discover whether and how these elements change through the course. The situational analysis (SA) allowed covering elements of students’ successful learning, and explore a learning situation of 25 bachelor program students of the teaching profession at the beginning and end of the FL teaching course. Data were collected through students’ written reflective practice. As the qualitative study showed, learning situations comprise different elements perceived by students as contributing to their success in learning. In terms of the situational theory, they can be categorized as human and non-human factors, discourse structures of individuals or/and collective human factors, discursive construction of non-human factors, explicit/implicit learning strategies and learning outcomes. After a semester through the course designed to develop SDL skills, the students remained either dependent, or became interested or involved, whereas toward the end of the course the students became either self-directed or involved.


Self-directed learning Pre-service teacher education Reflective practice Situational analysis 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Novosibirsk State Technical UniversityNovosibirskRussian Federation

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