Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

Published on Sep 1, 2020in Frontiers in Education
· DOI :10.3389/FEDUC.2020.00159
Yves Karlen7
Estimated H-index: 7
(University of Applied Sciences and Arts Northwestern Switzerland FHNW),
Silke Hertel9
Estimated H-index: 9
(Heidelberg University),
Carmen Nadja Hirt3
Estimated H-index: 3
(University of Applied Sciences and Arts Northwestern Switzerland FHNW)
Sources
Abstract
Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students’ development of SRL. When focusing on teachers’ professional competences in SRL, their experiences as self-regulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers’ professional competences in SRL is absent. First, this paper introduces a theoretical framework for teachers’ professional competences and instructional practices in SRL that integrates teachers’ competences as self-regulated learners with their competences as agents of SRL. This integrative approach allows for differentiated analyses of particular aspects of competences and creates the possibility to deeply understand the reasons why teachers do or do not promote SRL in classrooms. In the second part of this paper, the interplay of teachers’ professional competences as self-regulated learners and agents of SRL, with their intention to implement SRL in classes and their self-reported SRL teaching practices, is examined using data provided by 106 in-service teachers from primary and secondary schools. We assessed teachers’ professional knowledge about SRL (i.e., content knowledge about SRL [CK-SRL] and pedagogical content knowledge about SRL [PCK-SRL]) with two different knowledge tests. Teachers’ beliefs (i.e., implicit theories about SRL and beliefs about promoting SRL) and their motivations (i.e., self-concept about one’s SRL and self-efficacy to promote SRL) were assessed with self-report measures. We found that teachers had small to average amounts of CK-SRL and PCK-SRL. Teachers reported positive beliefs about and motivation toward SRL. Most importantly, the results highlight the significance of differentiating between teachers’ competences as self-regulated learners and as agents of SRL when examining teachers’ implementation of SRL. The findings provide support for particular aspects of the integrative approach outlined in the theoretical framework and suggest that this approach can be the basis for further research exploring the interplay of teachers’ competences as self-regulated learners and as agents of SRL in more detail, particularly with regard to how aspects of teachers’ competences in SRL impact their SRL instruction in classes and students’ SRL development.
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BACKGROUND: Students are more effective when they employ appropriate strategies to regulate their learning processes and outcomes. However, many teachers do not provide, or provide very little, explicit instructions to promote this self-regulated learning (SRL). This suggests that teachers' belief systems may include beliefs that may be inconsistent with SRL. AIMS: This paper reported the validation of the 78-item Beliefs about Teaching and Learning (BALT) instrument designed to measure pre-serv...
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#1Bracha Kramarski (BIU: Bar-Ilan University)H-Index: 26
#2Orna Heaysman (BIU: Bar-Ilan University)H-Index: 1
To address teachers’ difficulties in implementing effective self-regulated learning (SRL) for their professional knowledge and practice as well as for their students’ learning, a conceptual framewo...
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#1Yves KarlenH-Index: 7
#2Carmen Nadja HirtH-Index: 3
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Teachers play a major role in the effectiveness of student learning. Teacher’s competence contributes to their classroom practice. We applied a generic model of teacher competence to the specific context of teachers’ promotion of self-regulated learning (SRL) in the classroom, and investigated teachers’ competence profiles regarding SRL (study 1) and how teachers’ competence can moderate the effectiveness of teacher training (study 2). In the first step, in study 1 191 teachers were assessed acc...
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Contemporary theories of learning and instruction as well as a large body of research have pinpointed the benefits of effective self-regulated learning (SRL) for students' academic achievements, yet research findings indicate that teachers' actual promotion of students' SRL strategies and students' actual use of such strategies are less common than expected. To extend the investigation of how and when teachers' expertise develops regarding SRL instruction practices in authentic classrooms, the c...
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#1Yves Karlen (University of Applied Sciences and Arts Northwestern Switzerland FHNW)H-Index: 7
#2Carmen Nadja Hirt (University of Applied Sciences and Arts Northwestern Switzerland FHNW)H-Index: 3
Last. Ferdinand Stebner (University of Osnabrück)H-Index: 1
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Being a self-regulated learner and believing that deliberate strategy use might be an effective way of overcoming learning challenges is important for achieving academic success. Learners' self-theories about their abilities might explain why some students are more inclined to engage in self-regulated learning (SRL) than others. This study aims to investigate the relationships between students' mindsets and self-concepts about SRL and their correlation with enjoyment, boredom, strategy knowledge...
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