Teachers' Beliefs about Classroom Practices That Develop Students' Metacognition and Self-Regulated Learning Skills

Autor/in	?uteu, Lavinia
Titel	Teachers' Beliefs about Classroom Practices That Develop Students' Metacognition and Self-Regulated Learning Skills
Quelle	In: Acta Didactica Napocensia, 14 (2021) 1, S.165-173 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2065-1430
Schlagwörter	Teacher Attitudes; Classroom Techniques; Metacognition; Self Control; Educational Planning; Progress Monitoring; Elementary School Teachers; Middle School Teachers; High School Teachers; Foreign Countries; Teaching Methods; Romania + Suchen Sie Ihr Suchwort? Lehrerverhalten; Klassenführung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Bildungsplanung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Rumänien
Abstract	Teachers have an important role in promoting the development of metacognition and self-regulated learning in students. This study aims to reveal the beliefs and practices of pre-university teachers regarding the best teaching strategies that can be used in the classroom to facilitate the development of students' metacognition and self-regulated learning skills. Teachers from pre-primary and school levels (ISCED 02-3) ("International Standard Classification of Education (ISCED) - Statistics Explained (europa.eu)" participated in this research. Participants, 120 teachers, had to filled in an online form of the adapted version of the 'Self-Regulated Learning Opportunities Questionnaire', developed by Vrieling, Bastiaens, and Stijnen (2012), and to answer three open-ended questions. The questionnaire assessed the extent to which teachers use the following two strategies to promote metacognition and self-regulated learning in their classroom: planning (including goal-setting, metacognitive knowledge activation, task value activation, and time management) and monitoring of the learning process (including metacognitive awareness and monitoring of cognition). The open-ended questions aimed to reveal the participants' opinions about the best teaching practices that facilitate the development of metacognition and self-regulated skills of students, the factors that hinder the development of these skills and how teachers can promote self-regulated learning in their classrooms. Data were analyzed using the SPSS software for the quantitative data, and the thematic-analysis for the qualitative ones. Results show that teachers create some opportunities for students to develop their self-regulated learning skills, but face various problems in trying to develop these skills in the classroom context. The results of this study are discussed in relation to both classroom and school contexts, and the broader level of educational policies. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01