ABSTRACT
This chapter aims to approach learning and teaching theories from two aspects. First, those related to the planning of teaching sessions to maximise learning and, second, those skills used during a teaching session that will help us develop self-directedness. The chapter considers not only the actual learning experience but also how develop learner insight is developed into their learning processes and their attitudes towards learning. To create a self-directed, self-motivating environment, a well-structured programme of learning is needed – the curriculum. A well planned curriculum will help to shape and give guidance to a programme of learning in which practitioners, teacher, assessors, mentor and students become partners in the learning process. Problem-based learning enhances collaborative learning skills that may appear to be at odds with the idea of self-directed learning.
