Everyday classroom teaching practices for self-regulated learning
Karen L. Peel
University of Southern Queensland, Australia
This study investigated everyday classroom teaching that provides opportunities for young adolescent students to self-regulate their learning. Evidence drawn from literature in the field of self-regulated learning (SRL) underpins this investigation that was focused on the transition years from primary school to secondary school. Research was conducted in Australia as dual case studies, with data collected through semi-structured interviews and classroom observations from eight teacher participants. The data were analysed through the lens of a conceptual framework that aligns the findings with the fundamentals for SRL. The four themes generated are best understood as teaching approaches that describe how teachers within social learning environments connect the goal orientated learning with purposeful engagement, facilitate the activation of thinking strategies through instructional support, and diversify learning opportunities that enable an expectation of success. The findings are illustrated by classroom examples of the core practices that influence students' self-regulatory capacity. An outcome of this research is the SRL model that offers a vision for pedagogy to support teacher professional dialogue and learning, and a practical decision-making tool intended to guide teachers to reflect, analyse and tailor practices for their everyday classroom teaching. The paper concludes with some suggestions that provide scope for future research.
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|Author: Dr Karen Peel is a Senior Lecturer in Initial Teacher Education at the University of Southern Queensland. Her doctoral research investigated the concept of self-regulated learning with respect to teachers' pedagogical practices for supportive learning in the Australian educational system.|
Linked In: https://www.linkedin.com/in/karen-peel-03183379/
Please cite as: Peel, K. L. (2020). Everyday classroom teaching practices for self-regulated learning. Issues in Educational Research, 30(1), 260-282. http://www.iier.org.au/iier30/peel.pdf