Journal of Educational Sciences Research

Abstract

A learning-centered approach to teaching inevitably requires the learner not only be
in the learning-center, but also requires teachers to be highly competent, with welldeveloped teaching skills, planning skills, and critical thinking skills guiding their behavior
in order to recognize these qualities in their students. Teachers’ critical thinking skills are one
important way by which teachers can help students learn, explain how and why they
achieved this progress, and talk about their feelings. Such skills like planning, problem
solving, self-regulation, and learning to control the lessons give teachers a level of cognitive
awareness that has become a necessity for good education. In such a learning-centered
process, the learner becomes more independent, and the teacher steadily gains skills as a
cognitive coach.
Although authors disagree on the precise definition of cognitive coaching, it is,
nonetheless, an effective approach in the implementation of metacognition strategies.
Cognitive coaching is based on the idea that cognitive awareness strengthens independence
in learning (Allen, Nichols & Ancess, 2004). Cognitive coaching helps to student about the
issues, such as the teacher’s self-applause, correlating the available knowledge about
teaching strategies and the self-control. [Ed. Note: I do not understand what you mean by
self-applause. This sentence should be rewritten, but I am not sure what you’re trying to say
here.] Costa and Garmston (1994) describes these facilities (capacity or energy source) as
"State of Mind". As an important result of research on metacognition, effective teaching and
learning are understood as a process requiring skill and desire, as well as self-worth (Paris &
Cross, 1983; reported by Paris & Winograd, 1990, 31). For this reason, teachers have many
professional responsibilities for helping students improve their own self-worth. Costa and
Kallick (2000) say that cognitive coach is like a mediator leading the students to be
thoughtful, which they describe as mentally wandering to understand where you are.
Understanding the behavior expected from teachers is essential for determining the program
of objectives and anticipated level of quality standards before teacher education programs.
Because of improved teacher training curriculum standards, candidate teachers will
encounter a variety of unique tasks in schools of different individual characteristics and learn
how to more effectively work with students in the classroom, to become more competent
teachers (Basinger, 2000, 13; Cited in: Adıgüzel, 2008, 54).