摘要：The study explores self-direction in learning on the specific side of training practices, where the literature confirms the presence of a conceptual framework often confused, which does not encourage the spread of these practices nor the correct translation of the construct on the side of teaching operations. Critical issues that seem to be overcome by putting the personal initiative of the subject, one of the key-factors that differentiates these practices from the more traditional ones. The study has privileged complementary directions of investigation: to clarify the meaning of self- direction in learning, to highlight the dimensions that characterize this process where the personal initiative of the subject takes on importance, to propose useful action frameworks for the work of teachers and self-directed students in contexts of lifelong learning.
其他摘要：The study explores self-direction in learning on the specific side of training practices, where the literature confirms the presence of a conceptual framework often confused, which does not encourage the spread of these practices nor the correct translation of the construct on the side of teaching operations. Critical issues that seem to be overcome by putting the personal initiative of the subject, one of the key-factors that differentiates these practices from the more traditional ones. The study has privileged complementary directions of investigation: to clarify the meaning of self- direction in learning, to highlight the dimensions that characterize this process where the personal initiative of the subject takes on importance, to propose useful action frameworks for the work of teachers and self-directed students in contexts of lifelong learning.
关键词：SELF-DETERMINATION; SELF-REGULATION; SELF-DIRECTED LEARNING; PERSONAL INITIATIVE,
