Self-regulation in Higher Education Teacher Learning

By I. V. Eekelen, Henny P. A. Boshuizen, Jan D. Vermunt. 2005

240 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8b97785cc1ac537703edc2d7a3928925a318ea09

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teacher educators working on their own professional development: goals, activities and outcomes of a project for the professional development of teacher educators (2008, background): “More recent studies in the field of Human Resources Development and Higher Education Teaching, however, underline the strong impact of learning from interaction and experimentation (Eekelen, Boshuizen, & Vermunt, 2005 ; Poell, Chivers, Krogt, van der, & Wildemeersch, 2000 ).”
Experienced teacher learning within the context of reciprocal peer coaching (2007, background): “They may also learn in non‐linear ways by solving problems (Van Eekelen et al , 2005 ; see also Wubbels, 1992 ; Kwakman, 2003 ; Bolhuis, 2006 ).”
How do teachers learn in the workplace? An examination of teacher learning activities (2009, methodology): “In three recent studies, teachers were asked to report on those learning activities that they engaged in and which of these activities supported their professional development (Kwakman 1999 ; Lohman and Woolf 2001 ; Van Eekelen, Boshuizen and Vermunt 2005 ).”
Teachers' engagement in professional learning: Exploring motivational profiles (2014, result): “Often, the combination of intrinsic motivation and identi ﬁ ed regulation is designated autonomous motivation,and externaland introjected regulation are synthesized as controlled motivation (Vansteenkiste, Sierens, Soenens, Luyckx, & Lens, 2009).”
Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers (2010, background): “Fourth, teacher learning in the workplace was not expected to show the timeordered sequence, that is, forethought, monitoring, control and reflection afterwards (Hypothesis 1d), as the main models of SRL describe for academic student learning (Pintrich, 2004; Van Eekelen et al., 2005).”
Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students? (2009, methodology): “Student perceptions of teacher behavior. given that the impressions of teachers with regard to their own learning are not always congruent with actual changes in teacher behavior (see, for example, Mathijsen, 2006; Van Zoest, Ziebarth, & Breyfolge, 2002), an additional measure of teacher learning wa”
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role (2012, background): “Generally speaking, research has found limited examples of learning opportunities that support SRL in university and college classrooms [49].”
Teacher learning in the context of a continuing professional development programme: A case study (2015, unknown): “Several studies on teachers' regulation of their learning have focused on informal learning in the workplace (e.g. Van Eekelen et al., 2005).”