The Seductive Waltz with the Self in Self-Regulated Learning: Toward Communal Regulation of Learning

Autor/in	Schechter, Chen
Titel	The Seductive Waltz with the Self in Self-Regulated Learning: Toward Communal Regulation of Learning
Quelle	In: Teachers College Record, 119 (2017) 13Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Metacognition; Scholarship; Self Management; Self Control; Epistemology; Holistic Approach; Adoption (Ideas); Performance Factors; Relevance (Education); Educational Research; Educational Practices; Learning Strategies + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Scholarships; Stipendium; Selbstmanagement; Selbstbeherrschung; Erkenntnistheorie; Holistischer Ansatz; Ideas; Ideenfindung; Leistungsindikator; Relevance; Relevanz; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This article proposes a complementary framework for scholarship on metacognition as well as on self-regulated learning. It is argued that educators' and researchers' seductive waltz with the "self" in self-regulated learning (e.g., self-monitoring, self-control) need not be abandoned when conceptualizing and empirically investigating teaching and learning. Rather, self-regulation should be complemented by a more holistic, integrated, and collaborative framework--that of communal-regulated learning--to develop effective learners in today's fast-changing educational scene. This article presents the epistemological premises postulated as upholding the communal nature of learning regulation, while raising conceptual as well as practical questions for its adoption. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01