Lifelong learning for the labor market: self-efficacy and reflection



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We are moved by the idea to make the world of work more human - without constant pressure for efficiency, stress and fear. As Publisher Best of HR - Berufebilder.de® with podcast, eLearning-on-demand offers and news service we share 15 years of experience with our customers (Samsung, Otto, state institutions). By the Top20 female blogger and consultant Simone Janson, referenced in ARD, ZEIT, Wikipedia .
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Self-confidence, self-efficacy and reflectivity and self-responsibility are elementary components of learning. The learner experiences that he can control his actions and control them (positively).

Lifelong learning for the labor market: self-efficacy and reflection Lifelong learning for the labor market: self-efficacy and reflection

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Here writes for you: Hanna Hardeland is a teacher. As a learning coaching, coach and trainer, she runs her own institute. Profile

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Self-efficacy requires responsibility

Overview

The experience of being able to change and make a difference is fundamental to a person's well-being. Adequate assumption of responsibility can thus sustainably strengthen the target action.

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Learning coaching focuses on the student's resources, success, success, progress, abilities, and strengths. 1 This leads the learner to gain confidence in his own strengths and abilities. The learner is increasingly to be perceived as capable of acting and to experience the tasks he has set himself as a solution.

Be responsible for your own actions

Overview

On the whole, it can be said that learningcoaching promotes the empowerment of learners. It is essential that the learner develops an awareness that he is responsible for his actions and should be able to take responsibility for himself.

In learning coaching, the learner decides independently (albeit with the support of the learning coach) which goals he wants to achieve. At the end of the learning coaching session, a student named the following positive conclusion: "Thanks to the learning coaching, I realized what I can do!"

Scaling through praise and compliments

Overview

In the learning coaching practice, small first steps of the change are targeted (eg by scaling questions) and evaluated as learning outcomes.

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The learner is strengthened for example by praise and compliments. Finally, the goal setting and the development of solution strategies by the learner. The learner receives z. As part of the mini-lecture theoretical knowledge about his learning and thus becomes an expert for himself.

Reflect correctly - but how?

Overview

Learning coaching also strengthens the learner's ability to reflect: learning coaching offers learners the opportunity to actively engage with their learning. In addition to the learning product, the focus is primarily on the reflection of the learning process. The learning process becomes more transparent and thus more aware of the learner.

In many cases, learners have a "certain aversion to the letter therefore written self-reflections such. For example, in learning diaries or portfolio work sometimes "rather poor" from.

Reflect with learning books

Overview

The conversation in the learning coaching offers the opportunity for dialogue, while in learning-books only the perspective of the learner is presented.

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In addition, many learners already have in mind when writing their accounts (eg portfolio work) that a teacher or their parents will take a look.

Focus your own abilities

Overview

Through the reflection in the learning coaching the procedure, the behaviors and own abilities are brought into the focus and from different perspectives illuminated.

The learner can thus better understand his own actions, develop alternativeCourses of action and even include the view of the learning coach as an external perception.

Dealing with your own behavior

Overview

It is essential that an analysis of one's own behavior takes place, whereby the focus is also directed at the strengths. Finally, consequences for the future action are drawn: the sole observation of behavior remains unresolved, unless there are reflexion processes which in turn trigger regulation behavior.

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In the practical learning coaching work, the learner should be encouraged to think. In a successful conversation, the learning coach asks questions for which there is no clear answer; rather, a thinking process is initiated.


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  1. Erika D,

    I really think that you could illuminate this topic from other perspectives - where can you make suggestions for your own text posts on your blog? +

  2. Reiner P.

    The headline is a contradiction in terms - you should learn for yourself, not for the job market!

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