Teacher beliefs, knowledge, and practice of self-regulated learning

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The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, methodology): “Except for Spruce and Bol (2015), all coding of strategy instruction was based on low-inferent ratings of short time intervals (30 s to 1 min) in order to capture teaching time relevant to the instruction of metacognitive strategies.”
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 (2020, background): “Other studies reported that, while teachers expressed mostly positive beliefs about SRL, their support of SRL in classes was overall low (Perry et al., 2008; Spruce and Bol, 2015).”