Teachers’ Opinion About Deep Learning

Abstract

Deep Learning is a very important and complex process involving internal and external factors. It cannot be reduced to the development of students’ knowledge, skills and attitudes by relating knowledge, assuring a student centered learning, ensuring interactivity and group learning, using formative and self-evaluation etc. Deep learning is supposed to develop an integrated approach to learning, to promote authentic learning, students’ metacognition and self-regulation and to develop inquiry, problem solving, project learning and communication skills. Teaching for deep learning has the holistic education as background, which means to develop students’ intellectual, physical, emotional, social and artistic skills and behaviours. On the other hand, Surface and Strategic learning are characteristic of those who memorize knowledge and learn for getting good grades, complete a task or pass an exam. This research investigates how teachers relate to Deep Learning. The investigation was conducted in the school year 2019-2020. The respondents were teachers with different school experience. The investigation was based on Approaches and Study Skills Inventory for Student (ASSIST). The questionnaire searched to find out the teachers' opinion about: conception of learning, approaches to study and preferences for different types of teaching. The results show that the respondents’ interest for Deep Learning, for practicing Deep learning and encouraging their students to learn deeply is very high.