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The Promotion of Self-Regulated Learning in the Classroom: A Theoretical Framework and an Observation Study
- Source :
-
Metacognition and Learning . 2024 19(1):381-419. - Publication Year :
- 2024
-
Abstract
- The paper describes a theoretical framework for the study of teachers' promotion of self-regulated learning in the classroom. The Self-Regulated Learning Teacher Promotion Framework (SRL-TPF) utilizes the ICAP theory to assess the affordances of the learning environment for the indirect promotion of SRL, proposes new variables in the investigation of the direct promotion of SRL, and examines how these two ways to promote SRL are related. The SRL-TPF was used to examine the direct and indirect promotion of SRL in filmed observations of 23 Australian classrooms. The results revealed a paucity in the design of Constructive and Interactive lesson tasks that support the indirect promotion of SRL and a preference for the direct support of SRL through implicit strategy instruction and the provision of metacognitive reflection and support. There were important teacher differences in both the direct and indirect promotion of SRL, but the teachers who were more likely to design Constructive and Interactive lesson tasks did not necessarily promote SRL directly and vice versa. The research contributes to a better understanding of the relationship between teaching what to learn (subject content) and how to learn (SRL knowledge and strategies).
Details
- Language :
- English
- ISSN :
- 1556-1623 and 1556-1631
- Volume :
- 19
- Issue :
- 1
- Database :
- ERIC
- Journal :
- Metacognition and Learning
- Publication Type :
- Academic Journal
- Accession number :
- EJ1418233
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1007/s11409-024-09374-1