التفاصيل البيبلوغرافية
| العنوان: |
How a socially shared approach may rescue the teaching of learning regulation. |
| المؤلفون: |
Faith, Laurie C., Prowse, Valerie |
| المصدر: |
Teacher Development; Jun2024, Vol. 28 Issue 3, p457-474, 18p |
| مصطلحات موضوعية: |
SELF-regulated learning, TEACHING, TEACHER training, QUALITATIVE research, SPECIAL education |
| مستخلص: |
Self-regulated learning (SRL) is a fundamental skill for school and life. Much is known about how to effectively teach and support it in a classroom, though teachers often retreat to more structured, external learning regulation. Experts have identified the important role of pedagogical knowledge and personal self-regulated learning in helping teachers persevere with SRL teaching attempts. Teacher training programs target these specifically with pre-, post-, and concurrent learning experiences, and the act of carrying out regular SRL-oriented conversations with students itself fosters these insights and wisdom. In this article, the authors explore the way a structured, socially shared protocol for learning regulation support (SSLR) can increase teacher adherence to – and learning from – SRL-supportive teaching practices. They present qualitative interview data gathered from 12 users of an SSLR intervention to characterize the in-service learning and growth that the use of this approach may enable. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
Complementary Index |
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