21. YÜZYIL ÖĞRENCİLERİ İÇİN YENİ BİR YAKLAŞIM: BİLİŞSEL KOÇLUK

Globalleşmenin getirilerine ayak uydurabilmek için eğitim alanında da devrim niteliğinde değişimler olmaktadır. Rogers’ın (1951) hümanisttik psikoloji görüşü çerçevesinde öğreneni merkeze almanın gerekliliği eğitim uzmanlarınca da desteklenmektedir. Eğitim alanındaki bu değişim sürecin odağında bulunan öğrencilerin gelişimlerini ve hayat boyu öğrenme durumlarını destekledikçe kalıcı çözümlere ulaşabileceği açıktır. Zira içinde bulunduğumuz çağın gereği olarak yapılması gereken, öğrencileri özerk birer birey olarak eğitim sisteminin odak noktası haline getirmektir. Bu durumda da öğrencinin başarısının yanı sıra onu bilişsel ve kişisel olarak da geliştirmek ve desteklemek için yeni uygulamalara başvurmak kaçınılmazdır. Bu noktadan hareketle eğitim alanına kazandırılabilecek yeni yaklaşımlardan birisi de öğrencilere bilişsel koçluk uygulamalarıyla destek olmaktır. Bilişsel koçluğun temel misyonu; bilişsel kapasitesi ile hem bağımsız hem de bir topluluğun üyesi olarak yüksek performans sergileyebilen ve kendi kararlarını kendisi alarak uygulamaya geçirecek kapasiteye sahip, özerk bireyler yetiştirmektir. Eğitim sistemindeki yenileşme hareketleri kapsamında bilişsel koçluktan faydalanmak öğrencilerin hem kendi hem de başkalarındaki hüneri ortaya çıkarma noktasındaki gelişimleri için önem arz etmektedir. Bu alanda yapılmış olan çalışmalar incelendiğinde bilişsel koçluğun çoğunlukla öğretmenlere uygulandığı tespit edilmiş ve incelenen çalışmaların öğretmenlerdeki gelişimin eğitim ortamını ve öğrenciyi geliştirmesini saptamaya çalıştığı görülmüştür. Bunun yanı sıra öğrenciye uygulanan çalışmaların oldukça sınırlı olduğu ortaya çıkmış olup ve bu kavramın detaylıca açıklanmasının alana katkı sağlayacağı ve öğrenci bağlamında kullanım sıklığının artacağı düşünülmektedir.

A NEW APPROACH FOR THE STUDENTS OF 21ST CENTURY: COGNITIVE COACHING

There are revolutionary changes in the field of education to keep up with the benefits of globalization. The necessity of taking the learner to the center within the framework of Roger’s (1951) humanistic psychology is also supported by educationalists. It is clear that permanent solutions may be reached only if necessary support is given to the students for their cognitive-personal growth and lifelong learning process. Students should be on the focus of the educational system as autonomous individuals. Thus it is inevitable to apply new technics in educational settings not only to increase students’ achievement but also support them cognitively and personally. Therefore, cognitive coaching is foreground as one of the new support technics for students growth in educational settings. The initial mission of cognitive coaching is to enhance one’s ability to display high level of performance as autonomous individuals in terms of self-directedness and holonomy. Utilizing cognitive coaching in terms of innovation in educational settings becomes more of an issue on enhancing one’s own and another’s resourcefulness. Examining the research on the current field, it is observed that there is a number of research in which cognitive coaching was applied to teachers and the results were examined on behalf of educational system and students. However it is also investigated that there are few studies which observed the direct effects of cognitive coaching on students applying it to them. Hence by the help of this literature synthesis study it is thought that cognitive coaching practices on students will mount up and it will contribute to the field accordingly.

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