Teachers' Direct and Indirect Promotion of Self-Regulated Learning in Primary and Secondary School Mathematics Classes -- Insights from Video-Based Classroom Observations and Teacher Interviews

Autor/inn/en	Dignath, Charlotte; Büttner, Gerhard
Titel	Teachers' Direct and Indirect Promotion of Self-Regulated Learning in Primary and Secondary School Mathematics Classes -- Insights from Video-Based Classroom Observations and Teacher Interviews
Quelle	In: Metacognition and Learning, 13 (2018) 2, S.127-157 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dignath, Charlotte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-018-9181-x
Schlagwörter	Metacognition; Mathematics Instruction; Learning Strategies; Video Technology; Teacher Attitudes; Secondary School Students; Teaching Methods; Elementary School Teachers; Mathematics Teachers; Knowledge Base for Teaching; Learning Motivation + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mathematics lessons; Mathematikunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrerverhalten; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Teaching theory; Theory of teaching; Unterrichtstheorie; Motivation for studies; Lernmotivation
Abstract	Self-regulated learning has a positive effect on academic outcomes; however, little is known about whether and how teachers at various education levels promote it in their classes. Video-based classroom observations were conducted to assess primary and secondary school mathematics teachers' direct and indirect promotion of self-regulated learning (SRL). Teachers' implicit and explicit instruction of SRL strategies (direct promotion of SRL) and the learning environment they created (indirect promotion of SRL) were rated according to how conducive they were to self-regulation. In addition, semi-structured interviews were conducted with the secondary school teachers to gain insight into their subjective views on SRL. Although the teachers' instructional practices could foster SRL, teachers spent little time explicitly teaching SRL strategies. Moreover, they taught mainly cognitive strategies and very few metacognitive strategies. These results were more pronounced at the primary level than at the secondary level. Primary school teachers provided learning environments conducive to self-regulation more often than secondary school teachers did. The interviews revealed that the teachers lacked knowledge about metacognition as an important component of SRL and were rather reluctant to promote it; however, most of them valued cognitive and motivational components of SRL. Primary and secondary school teachers need training to enhance their direct and indirect instruction of SRL. They could benefit in particular from learning about explicit instruction of SRL strategies and metacognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01