Search results for: Self regulated learning
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This study, which involves student teachers who were carrying out one semester's practice teaching, aims to investigate the self-efficacy beliefs these student teachers embraced for implementing self-regulated learning (SRL) in the English as a foreign language (EFL) classroom. Two surveys investigating student teachers’ self-efficacy for instructing SRL in classrooms and their self-efficacy for self-regulating their studies in the university teacher training program were administered to 128 student teachers. Results of this study suggest that it is imperative for school-based mentors to scaffold student teachers to SRL principles and application of SRL strategies while they engage in practice teaching during the practicum. The study also highlights a pressing need to include instruction of SRL in the university teacher training curriculum to foster self-regulated approaches to teaching and learning.
Updated: Dec. 28, 2020
Glassner and Back, authors of the new book Exploring Heutagogy in Higher Education: Academia Meets the Zeitgeist, present the principles of Heutagogy approach in which let the students decide what and how to learn, with whom and from what resources. Since the success of this learning method is mostly teacher depended, they present the main two roles of the teachers in Heutagogy as motivators and facilitators. The authors suggest the COVID19 pandemic emphasizes the need to develop self-determined learners who take responsibility for their learning to enriches their knowledge, capabilities and personalities.
Updated: Apr. 30, 2020
The ‘Self-Regulated Learning Opportunities Questionnaire': A Diagnostic Instrument for Teacher Educators' Professional Development
In this article, this self-regulated learning (SRL) model, which was described in a previous theoretical study elaborated towards the ‘Self-Regulated Learning Opportunities Questionnaire' (SRLOQ) that can be applied by primary teacher educators as a diagnostic instrument for classroom settings.
Updated: Jul. 03, 2016
Preservice Teachers’ Capacity to Teach Self-regulated Learning: Integrating Learning from Problems and Learning from Successes
This study aimed to explore the value of systematic learning from successes (LFS) during the practicum phase in teacher preparatory programs, beyond the more traditional approach based on learning from problems (LFP). Specifically, the authors were interested to examine how preservice physics teachers may capitalize on LFS or LFP or both to actually teach students self-regulated learning (SRL). The authors conclude that results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences.
Updated: Feb. 01, 2016
The purpose of this article is threefold. 1. To present a conceptual understanding of regulation of motivation highlighting three core facets. 2. To review prior empirical work documenting the regulation of motivation across contexts. and 3. To discuss social influences on the development of regulation of motivation that include modeling, scaffolding, direct instruction, and sociocultural processes. The article concludes that it is argued that motivational regulation is a critical aspect of self-regulated learning that must be studied more thoroughly.
Updated: Oct. 10, 2011
The purpose of this article is to show how teachers introduce and include cognitive learning strategies as part of their teaching. Furthermore, the article also describes how pupils experience the use of strategies in their learning processes, as seen from the teachers’ perspective. The article outlines in a theoretical and practical way the concepts of self-regulated learning, learning strategies and metacognition by looking at concrete examples in the classroom. This study shows that although self-regulated learning is one of the aims of the teaching practice, this does not mean that the pupils are left on their own to totally direct their own learning.
Updated: Aug. 23, 2011
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions
This theoretical review of Winne and Hadwin’s model of self-regulated learning (SRL) seeks to highlight how the model sheds new light on current research as well as suggests interesting new directions for future work. The authors assert that the model’s more complex cognitive architecture, inclusion of monitoring and control within each phase of learning, and separation of task definition and goal setting into separate phases are all important contributions to the SRL literature.
Updated: Jan. 15, 2008