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Journal of Teacher Education
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A Cognitive Self-Direction Model for Teacher Education

Brenda H. Manning

Beverly D. Payne

The authors suggest a theory of cogni tive self-direction (CSD) for teacher edu cation that goes beyond the typical def inition of teacher reflection. This theory is based on higher-order mental function ing, emphasizing cognitive awareness, proactive teaching, teacher-student in teractions, and verbal self-regulation of teaching acts. CSD is translated into teacher education curriculum and methodology.

Journal of Teacher Education, Vol. 40, No. 3, 27-32 (1989)
DOI: 10.1177/002248718904000305
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