Future teachers’ knowledge about learning strategies: Misconcepts and knowledge-in-pieces

Glogger‐Frey, Inga; Ampatziadis, Yana; Ohst, Andrea; Renkl, Alexander

doi:10.1016/j.tsc.2018.02.001

Cited by 39 publications

(33 citation statements)

References 83 publications

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“…We found that teachers had low to moderate knowledge about SRL (CK-SRL and PCK-SRL). Previous research reported that teachers' have very limited knowledge about SRL or even hold misconceptions about SRL (Waeytens et al, 2002;Spruce and Bol, 2015;Dignath and Büttner, 2018;Glogger-Frey et al, 2018). It should be taken into account, that the range of CK-SRL and PCK-SRL was expansive and reached from very little knowledge to higher amounts of knowledge.…”

Section: Discussionmentioning

confidence: 94%

“…First, we aimed to explore the levels of teachers' professional competences in SRL and the interplay of teachers' knowledge, beliefs, and motivation in both areas of teachers' professional competences in SRL -teachers' SRL competences as learners and teachers' competences as agents of SRL (Research Question 1). Based on previous studies (e.g., Zohar, 1999;Dignath and Büttner, 2018;Glogger-Frey et al, 2018), we expected to find low to moderate levels of knowledge about SRL (CK-SRL, PCK-SRL) amongst teachers (Hypothesis 1). However, we hypothesized that teachers would hold positive beliefs about SRL and show moderate motivation to act as agents of SRL (Hypothesis 2; e.g., Perry et al, 2008;Huh and Reigeluth, 2018).…”

Section: Part Ii: First Steps In the Examination Of The Interplay Of mentioning

confidence: 94%

“…A teacher's SRL experiences also influence the extent to which they convey a mastery goal orientation in their classroom and shape their beliefs in the strength of SRL for learning (Gordon et al, 2007). Finally, there is also evidence that teachers are more likely to promote strategies that they master themselves and regard as effective (Glogger-Frey et al, 2018). Thus, it can be assumed that teachers' actions and considerations within the classroom are directed by their competences as selfregulated learners.…”

Section: Teachers As Self-regulated Learnersmentioning

confidence: 99%

“…Regrading CK-SRL, studies with pre-service teachers and in-service teachers from different educational levels reported that teachers lack knowledge about the concept of SRL (Waeytens et al, 2002;Askell-Williams et al, 2012;Spruce and Bol, 2015). This lack of knowledge ranges from holding misconceptions or possessing only fragmented knowledge about strategies and metacognition (Zohar, 1999;Ohst et al, 2015;Glogger-Frey et al, 2018). Dignath and Büttner (2018) revealed that primary and secondary school teachers found it difficult to define different strategies and hold more knowledge about cognitive than metacognitive strategies.…”

Section: Teachers Knowledge As Agents Of Srlmentioning

confidence: 99%

See 3 more Smart Citations

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

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Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students' development of SRL. When focusing on teachers' professional competences in SRL, their experiences as selfregulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers' professional competences in SRL is absent. First, this paper introduces a theoretical framework for teachers' professional competences and instructional practices in SRL that integrates teachers' competences as selfregulated learners with their competences as agents of SRL. This integrative approach allows for differentiated analyses of particular aspects of competences and creates the possibility to deeply understand the reasons why teachers do or do not promote SRL in classrooms. In the second part of this paper, the interplay of teachers' professional competences as self-regulated learners and agents of SRL, with their intention to implement SRL in classes and their self-reported SRL teaching practices, is examined using data provided by 106 in-service teachers from primary and secondary schools. We assessed teachers' professional knowledge about SRL (i.e., content knowledge about SRL [CK-SRL] and pedagogical content knowledge about SRL [PCK-SRL]) with two different knowledge tests. Teachers' beliefs (i.e., implicit theories about SRL and beliefs about promoting SRL) and their motivations (i.e., self-concept about one's SRL and self-efficacy to promote SRL) were assessed with self-report measures. We found that teachers had small to average amounts of CK-SRL and PCK-SRL. Teachers reported positive beliefs about and motivation toward SRL. Most importantly, the results highlight the significance of differentiating between teachers' competences as selfregulated learners and as agents of SRL when examining teachers' implementation of

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Section: Discussionmentioning

confidence: 94%

Section: Part Ii: First Steps In the Examination Of The Interplay Of mentioning

confidence: 94%

Section: Teachers As Self-regulated Learnersmentioning

confidence: 99%

Section: Teachers Knowledge As Agents Of Srlmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

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“…From research on generic teacher effectiveness, we have learned that different aspects of teacher competence are associated with their teaching practice (e.g., Baumert and Kunter 2013): Teachers' content knowledge, their pedagogical content knowledge, and their pedagogical knowledge play a role for the quality of classroom teaching, as well as their pedagogical beliefs, their motivational orientations, and their own self-regulation (Baumert and Kunter 2013). However, only few studies have addressed teacher knowledge about SRL (e.g., Askell-Williams et al 2012;Glogger-Frey et al 2018), their beliefs about SRL (Dignath-van Ewijk and van der Werf 2012; e.g., Lombaerts et al 2009), their self-efficacy to support SRL effectively (e.g., Dignath-van Ewijk 2016;De Smul et al 2018), or teachers' own self-regulation (e.g., Kramarski and Kohen 2017;Peeters et al 2014). More systematic research is needed that addresses these aspects of teachers' SRL competence.…”

Section: Focusing On Aspects Of Teacher Competence To Foster Srlmentioning

confidence: 99%

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

Dignath

Veenman²

2020

Educ Psychol Rev

169

129

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Despite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers can most effectively support their students in enacting self-regulated learning. This article provides a framework about how self-regulated learning can be activated directly through strategy instruction and indirectly by creating a learning environment that allows students to regulate their learning. In examining teachers' instructional attempts for SRL, we systematically review the literature on classroom observation studies that have assessed how teachers support their students' SRL. The results of the 17 retrieved studies show that in most classrooms, only little direct strategy instruction took place. Nevertheless, some teachers provided their students with learning environments that require and thus foster self-regulated learning indirectly. Based on a review of classroom observation studies, this article stresses the significance of (1) instructing SRL strategies explicitly so that students develop metacognitive knowledge and skills to integrate the application of these strategies successfully into their learning process, and (2) the necessity of complementing classroom observation research with data gathered from student and teacher self-report in order to obtain a comprehensive view of the effectiveness of teacher approaches to support SRL. Finally, we discuss ten cornerstones for future directions for research about supporting SRL.

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Settings, exchanges, and events: The SEE framework of self‐regulated learning supportive practices

Callan

Longhurst

Ariotti

et al. 2020

Psychology in the Schools

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There are many practices that educators can use to develop self‐regulated learning (SRL); however, an organizational framework for cataloging SRL supportive practices that also identifies empirical support for those practices is lacking. The purpose of this manuscript is to provide such guidance by developing the settings, exchanges, and events (SEE) framework, and guide its use. Literature review and expert feedback led us to identify three categories of SRL supportive practices including (a) creating a learning setting that is conducive to SRL, (b) fostering adaptive learning exchanges between educators and learners that foster SRL, and (c) creating events that provide opportunities to utilize SRL skills. The SEE framework is beneficial to educators because it organizes SRL supportive practices and can facilitate professional development trainings. The SEE framework can also support educational researchers interested in embedding SRL within classrooms. Specifically, the SEE framework provides an initial structure of practices that can initiate discussions among researchers and be tested and elaborated upon. Moreover, the SEE framework can assist researchers in the development of tools to support classroom observation and consultation.

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Future teachers’ knowledge about learning strategies: Misconcepts and knowledge-in-pieces

Cited by 39 publications

References 83 publications

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

Settings, exchanges, and events: The SEE framework of self‐regulated learning supportive practices

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