Teachers as Self-Regulated Learners.

By Judi Randi. 2004

184 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e15b9c50a32ed0b8ba9cef3d4dd078fdaa0bb565

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Role of Teachers’ Self-regulatory Capacities in the Implementation of Self-regulated Learning Practices (2014, background): “Hence, teachers should be offered sufficient opportunities for choice and control enabling them to choose “which innovations to adopt and which to adapt, when to imitate and when to invent” (Randi, 2004, p. 1830).”
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): “Through conscious SRL development, teachers may better understand the development of their students’ SRL and be better at recognizing and coping with the needs, obstacles, and difficulties that their students may face in becoming more self-regulated learners (Randi, 2004; Peeters et al., 2014).”
Investigating Preservice Teachers' Professional Growth in Self-Regulated Learning Environments. (2009, background): “Such programs should afford opportunities for developing practices associated with supporting SRL, as well as developing knowledge and skills that will enhance teachers’ self-regulation in their own learning and in their teaching (Perry et al., 2006; Randi, 2004; Randi & Corno, 2000).”
Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others (2010, background): “Examples of potentially useful research in this area include transdisciplinary studies (Kamberelis & Dimitriades, 2005) that explore whether perspectives such as those we describe above influence teachers’ actions and the kind of work Randi (2004) has initiated regarding ―selfregulated‖ teachers.”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “To become aware of self-regulation strategies, teacher training curricula have to address SRL and strategy use explicitly (Randi 2004) in order to 524 Educational Psychology Review (2021) 33:489–533”
Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers (2010, background): “According to Tynjälä (2008), workplace learning refers to processes through which the individual or group transforms its ways of thinking and acting.”
Teacher self‐regulation: examining a multidimensional construct (2009, background): “Corno and Randi (1999, as cited in Randi, 2004 ) suggested that a learning environment promoting self‐regulated learning should have the following characteristics: • ”
On Teaching Adaptively (2008, background): “This is an inquiring mindset, consistent with a view of teachers who are themselves self-regulated learners, doing their best to make sense of the complex social environment in which they have to be productive (Randi, 2004).”
Self-Regulation in the Classroom: A Perspective on Assessment and Intervention (2005, unknown): “Accordingly, Randi (2004) gave preservice teachers opportunities to develop SR in partnership with researchers who help them move to the “other side of the desk”.”