Özet:

A learning-centered approach to teaching inevitably requires the learner not only be in the learning-center, but also requires teachers to be highly competent, with welldeveloped teaching skills, planning skills, and critical thinking skills guiding their behavior in order to recognize these qualities in their students. Teachers’ critical thinking skills are one important way by which teachers can help students learn, explain how and why they achieved this progress, and talk about their feelings. Such skills like planning, problem solving, self-regulation, and learning to control the lessons give teachers a level of cognitive awareness that has become a necessity for good education. In such a learning-centered process, the learner becomes more independent, and the teacher steadily gains skills as a cognitive coach. Although authors disagree on the precise definition of cognitive coaching, it is, nonetheless, an effective approach in the implementation of metacognition strategies. Cognitive coaching is based on the idea that cognitive awareness strengthens independence in learning (Allen, Nichols & Ancess, 2004). Cognitive coaching helps to student about the issues, such as the teacher’s self-applause, correlating the available knowledge about teaching strategies and the self-control. [Ed. Note: I do not understand what you mean by self-applause. This sentence should be rewritten, but I am not sure what you’re trying to say here.] Costa and Garmston (1994) describes these facilities (capacity or energy source) as "State of Mind". As an important result of research on metacognition, effective teaching and learning are understood as a process requiring skill and desire, as well as self-worth (Paris & Cross, 1983; reported by Paris & Winograd, 1990, 31). For this reason, teachers have many professional responsibilities for helping students improve their own self-worth. Costa and Kallick (2000) say that cognitive coach is like a mediator leading the students to be thoughtful, which they describe as mentally wandering to understand where you are. Understanding the behavior expected from teachers is essential for determining the program of objectives and anticipated level of quality standards before teacher education programs. Because of improved teacher training curriculum standards, candidate teachers will encounter a variety of unique tasks in schools of different individual characteristics and learn how to more effectively work with students in the classroom, to become more competent teachers (Basinger, 2000, 13; Cited in: Adıgüzel, 2008, 54).

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