"Kashfiable"

  Role of Instructor in Self-Regulated Learning SRL in the past two decades, momentous research has been published on self-regulatory learning (SRL) in adult higher education but very little on how this learning process is shaped by the mental and emotional process. Now a day’s after arrival of COVID-19 greater responsibility of learning has been shifted towards learners which are taking a primary role in self-directing, self-motivating, self-pacing, and self-assessment in the learning process. It’s become the new norm of higher education. Traditional student to teacher relationship has always been a keystone of learning. However, SRL has toppled this traditional relationship and has initiated the need to readdress the role of instructor in the SRL environment, especially from a cognitive and affective perspective. This article discusses the critical role instructor play in adult SRL learning and assessment environment, especially from an affective, neuro-teaching and neuro-learn...

  Reflective Thinking and Teaching Practices Reflective thinking is thought to enhance critical thinking. This approach takes reflection as bending thoughts to incorporate prior experiences and how these experiences could influence the current practices of teachers. Many teachers fail to connect between their teaching and what they are actually practicing and vice versa. This is the way teachers perceive the realities which govern their behaviour and relationships. Apart from this, self-efficacy also plays an important part in determining the reflective practices of teachers. Added to this, it has been noticed that teachers with high self-efficacy are those that have high metacognitive awareness of themselves and can change the strategies they are using to attain their intended goals. It was found in each of the sub-sections that teachers were generally more concerned about their own performance in their discipline rather than enhancing their te...