A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes
Abstract
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 framework and a practical model for professional development is proposed that can help bridge theory, practice, and research on teachers’ SRL. Expanding on prior dual frameworks that differentiate teachers’ own SRL from their self-regulated teaching (SRT),...
Paper Details
Title
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes
Published Date
Oct 2, 2021
Journal
Volume
56
Issue
4
Pages
298 - 311
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