Self-direction in learning as awareness of the practice in the teacher's profession

Abstract

The article compares the classical maieutic learning model with some models that analyze self-direction in adult education, with emphasis on the different types of learning that can be encouraged and implemented. Reaffirming the complementarity but not the identity between self-study and self-governing training, an interesting and useful methodology is found in the preparation of Class Diaries to promote an attitude of self-reflection on teachers' teaching- learning processes, preparatory to promotion of the same attitude in the students, thanks to the awareness that is reached.