[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-134667-en":3,"doc-seo-134667-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},134667,1099514068035,"Ezra","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"Research & Report","Developing Learning Maturity for Teaching","The article examines learning maturity as a lifelong, teachable capacity that supports student success in higher education. It explains how learning maturity is grounded in learners’ awareness of responsibility for their own learning, including subject knowledge, interest, recognition of responsibility, and intellectual skills. Drawing on research and teaching experience, it presents a model of learning maturity development for use in post-secondary teaching. The discussion highlights self-efficacy, reflective practice, and causal attributions as key drivers for improving learning.","Source: iStock/grivina  \nPedagogical Reflection  \nDeveloping Learning Maturity for Teaching  \nJulie Roberge  \nLearning happens at any age. Learning to drive at 18 in order to buy your first car; learning to cook at 25 when you move into your own apartment; learning a new language for travel. Human beings are lifelong learners.  \nA few years ago, as part of a research project funded by the Programme d’aide à la recherche sur l’enseignement et l’apprentissage (PAREA), I worked on the development of learning maturity in students using a causal attribution questionnaire. After hours of meetings with students, the research team designed a model of learning maturity development.1  \n1 To learn more about the model and learning maturity, readers can consult these articles by Julie Roberge published in Pédagogie collégiale: \"Teaching  \nhow to learn: the role of reflective practice and causal attribution\" (Fall 2023) and \"La maturité d’apprentissage : comment la susciter chez nos étudiants?\"(Spring 2021) .  \nWinter 2026 | Vol. 39, no 2 61  \n| Self-efficacy\u003Cbr>Belief in one’s ability to succeed at a task or attain an objective |  |\n| --- | --- |\n| | |\n\nMotivation  \nEnergy to act, persevere and engage  \n|  | Reflective practice\u003Cbr>Conscious analysis of one’s actions to improve learning |\n| --- | --- |\n|  |  |\n|  |  |\n|  | Causal attributions\u003Cbr>Manner in which a person explains the causes of their success or failure |\n| |  |\n\n\n| Involvement\u003Cbr>Degree of active engagement in learning activities |  |\n| --- | --- |\n| | |\n\nLearning maturity  \nSource: Roberge, with the collaboration of Desbiens and Schwartz, 2022  \nStemming from adult education research (Bessette, 1998), the concept of learning maturity is highly applicable to college education, given the great diversity of college student groups, particularly in certain technical programs. Learning maturity refers to the learner’s awareness of the degree of responsibility they have for their own learning. It refers to the learner’s level of knowledge on a given subject, their degree of interest in acquiring new knowledge on that subject, their degree of recognition of their responsibility in the learning process, and their level of intellectual skills (Bessette, 1998, p. 6) .  \nIn Fall 2024, I taught the course Enseigner au collégial aujourd’hui as part of the microprogram in post-secondary education atthe Université de Montréal. In this course, I discuss the development of learning maturity. I present the model that Elio Desbiens, Justine Schwartz, and I designed as a result of our research. As I explain the model to the students, I realize that it could be applied to any form of learning, particularly learning maturity for teaching, a concept that is completely unknown, at least under that name. It’s just an instinctive thought on a cool Thursday evening in November.  \nBecause no matter what we start to learn, we need to develop a certain maturity to succeed.  \nNovice teachers enter the profession with disciplinary knowledge. This is normal, as they have a bachelor’s degree, a master’s degree, or even a doctorate, completed or not, ina \"discipline\" taught at the college level. They have studied in a program that includes ways of teaching and learning that many university teachers do not question: disciplinary habits are deeply ingrained, and if they have learned this way, they will teach this way. Their interest in  \n62 Pédagogie collégiale  \nteaching may stem from a beloved teacher, a beloved discipline, the presence of a teacher in the family, or having played school as a child (Huberman, 1989) . However, teaching and facilitating learning require different expertise: \"teaching\"implies that the teacher transmits their knowledge, while \"facilitating learning\" leads students to develop their own knowledge and competencies. Legendre gives the following definition of teaching: Communicating an organized set of objectives, knowledge, skills, and/or means, and making decisions that best promote","cbCaigWjjTzJVkGr","https://ap.wps.com/l/cbCaigWjjTzJVkGr","pdf",498662,1,9,"English","en",105,"# Pedagogical reflection\n## Learning happens at any age\n## Learning maturity concept and model development\n## Key components of learning maturity\n## Teaching as lifelong professional learning\n## Self-efficacy as the entry point","[{\"question\":\"What does learning maturity mean in the article?\",\"answer\":\"Learning maturity refers to a learner’s awareness of their responsibility for their own learning, including subject knowledge, interest in acquiring knowledge, recognition of responsibility in the learning process, and intellectual skills.\"},{\"question\":\"How is the model of learning maturity developed?\",\"answer\":\"The model was designed through a research project using a causal attribution questionnaire and iterative work with students and a research team to shape development of learning maturity.\"},{\"question\":\"Why is self-efficacy important for learning maturity for teaching?\",\"answer\":\"Self-efficacy is presented as the entry point into both learning maturity and learning maturity for teaching, reflecting a teacher’s belief in their ability to perform tasks and the expectation that actions will produce desired results.\"}]","Developing Learning Maturity for Teaching | 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