Introduction to special issue. Mind the gap between research and practice in the area of teachers' support of metacognition and SRL.

Autor/inn/en	Dignath, Charlotte Christine; Mevarech, Zemira R.
Titel	Introduction to special issue. Mind the gap between research and practice in the area of teachers' support of metacognition and SRL.
Quelle	In: Metacognition and learning, 16 (2021) 3, S. 517-521Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1556-1631
DOI	10.1007/s11409-021-09285-5
Schlagwörter	Forschung; Metakognition; Lehrer; Lehramtsstudent; Schüler; Hausunterricht; Pandemie; Einführung; Praxis; Professionalität; Unterstützung
Abstract	Since spring 2020, governments all over the world have temporarily and repeatedly closed schools in response to the COVID-19 pandemic. Learning at home requires a large amount of self-regulated learning (SRL) where students have to acquire and practice learning contents and skills independently without being provided with face to face support by their teacher. Current research reports that the main difficulties that students and teachers experience in these learning situations are related to SRL (Fischer et al., 2020). But also in everyday learning situations at school, SRL has been found to contribute significantly to students' learning progress, their motivation, and their achievement (Zimmerman & Bandura, 1994; Dent & Koenka, 2016). Acquiring skills for SRL is a necessity for students to become lifelong learners (Taranto & Buchanan, 2020), which has now been shown even more. However, when schools moved to distance learning, it not only became apparent how important SRL is, but also how poorly most students were prepared for SRL. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3