School and Teacher Determinants Underlying Teachers' Implementation of Self-Regulated Learning in Primary Education

Autor/inn/en	De Smul, Mona; Heirweg, Sofie; Devos, Geert; Van Keer, Hilde
Titel	School and Teacher Determinants Underlying Teachers' Implementation of Self-Regulated Learning in Primary Education
Quelle	In: Research Papers in Education, 34 (2019) 6, S.701-724 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Smul, Mona) ORCID (Heirweg, Sofie) ORCID (Van Keer, Hilde)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2018.1536888
Schlagwörter	Foreign Countries; Independent Study; Learning Strategies; Elementary School Students; Elementary School Teachers; Teacher Attitudes; Self Efficacy; Program Implementation; Teaching Methods; Instructional Leadership; Reflective Teaching; Educational Objectives; Belgium + Suchen Sie Ihr Suchwort? Ausland; Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Instruction; Leadership; Bildung; Erziehung; Führung; Educational objective; Bildungsziel; Erziehungsziel; Belgien
Abstract	Teaching students how to regulate their own learning has become a popular innovative practice in primary education. However, not much is known about how teacher as well as school characteristics enhance students' self-regulated learning (SRL). This study explores whether schools differ in the way they implement SRL and what factors at the school and teacher level are related to successful classroom implementation of SRL. Survey data was gathered from 331 teachers in 44 primary schools. A comprehensive theoretical model, identifying determinants on teacher and school level related to teachers' SRL implementation, was tested using structural equation modelling. Results indicate that teachers' beliefs and teacher self-efficacy are strongly related to SRL implementation. At the school level, the importance of a shared SRL vision and the engagement of teachers in reflective dialogue are highlighted with implications for the role of the school leader. Recommendations for future research and considerations for teachers' educational practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01