Talking about Teaching Self-Regulated Learning: Scaffolding Student Teachers' Development and Use of Practices that Promote Self-Regulated Learning.

By Nancy E. Perry, L. Hutchinson, Carolyn Thauberger. 2008

181 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7e4ea3308f150a5fcf19c11dd50f64f44f5356e1

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “A third line of research has integrated SRL intervention into initial teacher training in order to activate preservice teachers’ own self-regulation of learning and teaching, and to implement the promotion of SRL already early in teacher education (e.g., Kramarski and Kohen 2017; Kramarski and Micha”
The Role of Teachers’ Self-regulatory Capacities in the Implementation of Self-regulated Learning Practices (2014, background): “Mostly, teachers’ SRL knowledge is mostly tacit and remains unconscious until teachers are, for example, challenged to explain SRL strategies to their students (Delfino, Dettori, & Persico, 2010; Perry et al., 2008; Pintrich, 2002; Randi, 2004).”
What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation (2012, background): “[7], most teachers agree with the concept to support their students to become self-regulated learners; yet many of the teachers that they investigated reported to feel unsure about how to do that.”
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role (2012, background): “Hutchinson and Thauberger [37] present compelling evidence that student teachers can, in fact, be mentored to more effectively foster elementary children’s use of SRL. Detailed analyses of transcripts revealed that a variety of scaffolding techniques during discussions support student teachers’ deve”
The Metacognitive Demands and Opportunities of Generative AI (2023, background): “Prospective Cognitive flexibility scale [117] Users describe how they solve problems in different contexts.”
Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach (2013, background): “Following Perry, Hutchinson, and Thauberger (2008), most teachers agree with the concept of supporting their students to become self-regulated learners; however, many of them reported feeling unsure about how to do that.”
The Effect of Self-regulation Learning Strategies Training on the Academic Motivation and Self-efficacy (2011, result): “The results of the recent conducted studies in the field of self-regulation such as Ning &Downing (2010), Berger & Karabenick(2010), Perry et al (2008), Liew & Mctigue (2008) Breuer & Eugestre (2006), Cleary & Zimmerman (2004) Pintrich & schunk(2002) and Wolters (1998) indicate that successful and…”