`Learning to learn': teachers' conceptions of their supporting role

Waeytens, Kim; Lens, Willy; Vandenberghe, Roland

doi:10.1016/s0959-4752(01)00024-x

Cited by 75 publications

(47 citation statements)

References 19 publications

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“…However, little is known thus far about the role of the teacher as a model or about their skills in providing students with feedback at the selfregulatory and metacognitive level. Several studies found that many teachers in fact lack sufficient knowledge about metacognition Waeytens, Lens, & Vandenberghe, 2002). Altogether, these findings pave the way for including metacognitive instruction factors in teacher effectiveness theory, research, and professional development, and suggest the addition of metacognition as potentially either an outcome or mediating variables in theoretical models of teacher and educational effectiveness, and the need to train teachers to apply metacognitive instruction.…”

Section: Effective Metacognitive Interventionsmentioning

confidence: 91%

State of the art – teacher effectiveness and professional learning

Muijs

Kyriakidēs

Werf³

et al. 2014

School Effectiveness and School Improvement

392

214

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One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the identification of a range of behaviours which are positively related to student achievement. A key limitation of this research, however, is its focus on basic skills in English and maths. Therefore, in the 2nd section we review research on "new learning" and teaching for metacognitive and thinking skills. While in these 2 sections we have discussed key findings from research on teaching, including emerging knowledge on metacognition, it is important to continue to take into account ongoing developments in theories of learning. In the 3rd section of this paper, we develop the argument that a major contributing factor to this situation is that "state-of-the-art" understandings about processes and conditions that promote student learning are typically not used to construct appropriate learning environments for their teachers.

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Section: Effective Metacognitive Interventionsmentioning

confidence: 91%

State of the art – teacher effectiveness and professional learning

Muijs

Kyriakidēs

Werf³

et al. 2014

School Effectiveness and School Improvement

392

214

View full text Add to dashboard Cite

show abstract

“…As findings of Waeytens et al [56] showed teachers often are not aware of the concept of self-regulated learning and should therefore not only be provided by teaching material but also involved within the intervention of the study. This will have contributing effects on both the teachers' [57] as well as on the students' self-regulatory behavior [58] and will generally help to improve the teachers' understanding of their students' needs and their sense of imparting learning strategies [59].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of an Intervention Program to Foster Self-Regulated Learning and Academic Achievement in Latin Instruction

Wagner

Perels

2012

ISRN Education

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The study's aim was to develop two different intervention programs and to evaluate their contribution to students' self-regulated learning and academic achievement in Latin classes. The concept of our study referred to a process-focused model of self-regulated learning that divides the phases of the self-regulated learning process into different areas, which we applied to domain-specific translation strategies. Within a pre-, post-, and follow-up-test design with 109 tenth graders, self-regulated learning skills and translation competency as well as translation strategy application were assessed using both a self-regulation questionnaire and a standardized translation test. Three different conditions were compared: (a) combined training group (ComG): self-regulated learning and translation, (b) translation training only (TG), and (c) control group (CG). The intervention consisted of nine sessions spread over a period of three weeks. Results of analyses of variance with time as a repeated measurement indicated interaction effects between time and groups for self-regulated learning in favor of the intervention groups. The ComG showed marginally higher self-regulatory skills than the TG. Regarding the translation competencies as well as the strategy application, the results revealed significant training effects in comparison to the control group, with the TG showing the highest increase.

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“…Science teachers and students do not own constructivist spontaneous science conceptions (e.g. [2,16,20]). For instance, to future biology teachers, knowledge is an "external truth that can be discovered through observation, discussion, sense-making" and also a collection of additive facts [16].…”

Section: Theoretical Frame Of the Studymentioning

confidence: 99%

“…This positivist and realist vision is coherent with naïve [18] and traditionalist [4] epistemologies evaluated by other authors, in the sense that knowledge would be composed of information units which are progressively added, thus allowing knowledge progress. In fact, secondary teachers define teaching as a "maximum information transfer" and learning as an "every information absorption" [2,20].…”

Section: Theoretical Frame Of the Studymentioning

confidence: 99%

Positivism Against Constructivism: A Network Game to Learn Epistemology

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Abstract. As mentioned in French secondary school official texts, teaching science implies teaching scientific process. This poses the problem of how to teach epistemology, as traditional science teaching is mostly dogmatic and based on contents. Previous studies show that pupils, science students and teachers mostly own positivist and realist spontaneous conceptions of science and scientific discovery. Here, we present the evaluation of the didactic impact of a network game, Eleusis+Nobel, on third year biology students who aim at becoming teachers. This cards game, based on a Popperian epistemology, has been designed to reproduce the scientific discovery process in a community. In the limits of our study, results obtained with classical social psychology tools indicate that students who played this game specifically assimilated the subjective dimension of knowledge and the role of the community in their conception of science, on the contrary to negative control students, who did not play.

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`Learning to learn': teachers' conceptions of their supporting role

Cited by 75 publications

References 19 publications

State of the art – teacher effectiveness and professional learning

State of the art – teacher effectiveness and professional learning

Evaluation of an Intervention Program to Foster Self-Regulated Learning and Academic Achievement in Latin Instruction

Positivism Against Constructivism: A Network Game to Learn Epistemology

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