The Role of Teachers’ Self-regulatory Capacities in the Implementation of Self-regulated Learning Practices

By Jeltsen Peeters, F. Backer, Veronique Romero Reina, Ankelien Kindekens, T. Buffel, Koen Lombaerts. 2014

123 citations recorded by the source corpus.

Abstract Teachers play a crucial role in promoting self-regulated learning (SRL). Although primary school teachers are favorably disposed towards the introduction of SRL in their own classroom, different influences prevent teachers from fully promoting SRL. Based on an extensive literature review, the present paper indicates teachers’ own self-regulatory competences as a critical determinant of SRL implementation in primary school. Self-regulated teachers attune their instructional approach to their own SRL skills, better understand SRL processes and become more effective in SRL promotion. The paper concludes by discussing the relation between teacher SR and the promotion of students’ SRL.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f8e121bb56e25b1e6e05aabe58b370ecf1901bf4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

In Developmental and Educational Psychology

In Education

Citations in the corpus

Fostering self-regulated learning in higher education: Making self-regulation visible (2020, background): “…an educator’s own skills and engagement in self-regulation can play a role in their teaching of self-regulated learning (Butler and Schnellert, 2010, 2012; Filice et al., 2020; Harding et al., 2018; Kramarski, 2018; Peeters et al., 2014; Van Eekelen et al., 2005; Zimmerman and Moylan, 2009).”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “Understanding the impact of metacognitive strategies and the importance of explicit instruction might be easier once teachers have become aware of their own SRL and the strategy repertoire that they are using (Kramarski 2008, 2018; Peeters et al. 2014).”