Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading

Abstract

This paper reports findings from a longitudinal project in which secondary teachers were working collaboratively to support adolescents' self-regulatedlearning through reading(LTR) in subject-area classrooms. We build from prior research to “connect the dots” between teachers' engagement in self- and co-regulated inquiry, associated shifts in classroom practice, and student self-regulation. More specifically, we investigated whether and how teachers working within a community of inquiry were mobilizing research to shape classroom practice and advance student learning. Drawing on evidence from 18 teachers and their respective classrooms, we describe findings related to the following research questions: (1) While engaged in self- and co-regulated inquiry, what types of practices did teachers enact to support LTR in their subject-area classrooms? (2) How did teachers draw on research-based resources to inform practice development? (3) What kinds of practices could be associated with gains in students' self-regulated LTR? In our discussion, we highlight contributions to understanding how teachers can be supported to situate research in authentic classroom environments and about qualities of practices supportive of students' self-regulated LTR. We also identify limitations of this work and important future directions.

Una aproximación al aprendizaje autorregulado en alumnos de Educación Secundaria

“…y ¿no podría ocurrir que las clases de matemáticas sean excesivamente expositivas, informativas, unidireccionales, y que los estudiantes sólo se limiten a tomar apuntes y a memorizarlos, sin llegar a elaborar y organizar eficazmente la información, e integrarla en sus conocimientos previos? No hay duda que el estudiante está influido por el contexto didáctico en mayor o menor grado, por lo que los profesores deberían reflexionar, a nuestro juicio, sobre estas cuestiones y analizar su estilo docente, considerando en qué medida están potenciando y promoviendo el uso de estrategias de elaboración y organización y una actividad intelectual rica en los alumnos (Butler, Schnellert y Cartier, 2013;Tourón y Santiago, 2015).…”

“…Desde esta perspectiva, se pone de manifiesto que para enseñar al estudiante a utilizar estratégicamente sus recursos en situaciones de aprendizaje es necesario que previamente el profesor sea capaz tanto de aprender como de enseñar estratégicamente los contenidos de su materia. En concreto, se recomiendan los proyectos de investigación-acción como camino en esta línea de formación del profesorado (Butler et al, 2013).…”

Technological Pedagogical Content Knowledge

“…The belief in the self-construction of knowledge that the TPCK-SRL group acquired is an important belief for preservice teachers, as it supports them in making self-regulation decisions based on an understanding of the added value of TPCK (Butler et al, 2013 ;Kramarski & Michalsky, 2010 ).…”

“…It is therefore important to help teachers connect their beliefs to practice (Chen, 2008 ;Levin & Wadmany, 2006 ;Lim & Chan, 2007 ;Staub & Stern, 2002 ;Teo, Chai, Hung, & Lee, 2008 ). Teachers' pedagogical beliefs on issues, like teacher-vs. student-centered knowledge construction, and teachers' self-effi cacy beliefs about using technology in class, can strongly infl uence how teachers conceptualize their teaching, how they design their lessons, and how they use TPCK in the classroom (Butler, Schnellert, & Cartier, 2013 ;Pajares, 1992 ;Staub & Stern, 2002 ).…”

Adapting to Teaching and Learning in Open-Plan Schools

“…Historically, TA programs arose from the belief that meaningful relationships between teachers and students could promote engagement with school activities and improve learning outcomes (Butler, Schnellert, & Cartier, 2013). The original plan for the BEP identified the TA group as the main motivator for the changed relationships required to achieve this goal.…”