Knowledge-oriented and Loose regulation Perspective Sample Clauses

Knowledge-oriented and Loose regulation Perspective. For a typical teacher in this perspective, learning is about acquiring knowledge and structuring that knowledge. This means that teachers want their students to make connections themselves, structure the subject matter, and order it for themselves: “All the information you acquire at school, all the skills you develop, that you group them in an orderly manner for yourself so you can retrieve knowledge, information skills, more or less blindfolded” (S10). The learning process is characterized by directedness at a goal; setting goals is important for learning. Loose regulation is important in this perspective and is aimed at cognitive activities, like structuring subject matter, and at affective activities like motivating students. Students are expected to take the initiative themselves and to look, for instance, for additional study material in order to complete an assignment. Both secondary and university teachers in this perspective connect the students' initiative with searching and finding things out for themselves. A typical teacher in this perspective has the education of students as a goal, which means teaching students norms and values and, specifically, respect for others: “You can only teach them norms and values or regard or respect for certain things” (S4). The aim of independence of students, like in perspectives 1 and 2, has to do with taking more responsibility and a way of thinking.