The SOI Model of Learning: Bridging Cognitive Processes of Knowledge Construction in Disruptive Era

Abstract

Due to the fact that Faculty of Teacher Training and Education (FTTE) has to prepare students to be competent teachers by engaging their knowledge with current demands and to conduct their tasks ethically in teaching practice, this study reveals a report of qualitative study that employs an action and qualitative study that explore how the SOI model of learning bridging teacher students’ cognitive processes of knowledge construction and their teaching competencies to face disruptive era in microteaching course. The subjects were 22 English Department students of semester 6 in a Public University who took microteaching. The qualitative data were collected in documentation, weekly-journals, observation, and video. Stimulated recall technique was also used to reflect on the video materials that they had to follow-up interviews. Data analysis shows that findings contribute significantly to understand constructivist learning occurs when a learner engages in three cognitive processes. They are first selecting or attending to relevant information about content knowledge of lesson, teaching methodology, students, curriculum, and technology, second, organizing or mentally organize information into a coherent mental representation, and third, integrating or integrate information of disruptive issues with existing knowledge of content knowledge of the lesson and teaching methodology. These improve teaching competencies of teacher students that help them to tailor and to drive instruction of TEFL. The implication shows that SOI offers a new vision of the learner as an active sense-maker to achieve adaptability skill.