A needs analysis study on a learning to learn Awareness Training Program for Teachers

Abstract

This study investigates teachers’ needs related to the concept of learning to learn, with the aim of informing the development of a targeted awareness training program. Despite the growing emphasis on metacognitive strategies in education, many teachers still lack sufficient knowledge, skills, and awareness to effectively integrate learning to learn into their instructional practices. This gap highlights a critical area for professional development, especially as the ability to learn to learn is closely associated with lifelong learning and a proactive approach to continuous professional growth. The study adopts a qualitative research design to explore this issue in depth. Data were collected through semi-structured interviews with ten teachers across diverse subject areas, using an interview form developed by the researchers. The data were analyzed through descriptive analysis with the support of a qualitative data analysis program. Findings indicate a significant need for increased awareness and competence among teachers regarding metacognitive learning strategies. The implications underscore the importance of incorporating structured awareness programs into teacher training initiatives to foster more reflective, self-regulated, and adaptive educators.

Keywords:  Awareness; learning strategies; metacognition; qualitative research; teacher development