Promoting self-regulated learning through experiential learning in the early years of school: a qualitative case study

Alvi, Effat; Gillies, Robyn M.

doi:10.1080/02619768.2020.1728739

Cited by 10 publications

(10 citation statements)

References 39 publications

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“…We have already reported results from the within-case analysis of the three cases study teachers [14,15,28]. Our analysis revealed that each teacher supported students' SRL in her own way that was influenced by several factors, such as the teacher's beliefs, practices, and classroom contexts.…”

Section: Overview Of the Studymentioning

confidence: 78%

“…This paper develops insights into the primary school teachers' role in supporting students' SRL by presenting an integrative, ecological model of SRL-in-context. The six teachers who participated in our research reflected on their own beliefs and practices, and were also observed in their classrooms to uncover the ways through which they promoted SRL [14,15,28]. Overall, the teachers stressed multiple factors that influence their efforts to promote SRL.…”

Section: Discussionmentioning

confidence: 99%

“…However, we posit that it is important to add teachers' perspectives and practices as enacted in classrooms (authentic context), to the array of well-articulated SRL models/perspectives. This can be achieved by interweaving rich theoretical analysis of teachers' beliefs and practices in varying contexts of classrooms, and generating multiple portraits of SRL-in-practice [14,15,28].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Consistently, we employed a systems-ecological perspective [29,30], to understand and highlight teachers' roles in supporting students' SRL. We used this framework to situate and interpret the findings that emerged from the in-depth case studies of six primary school teachers [14,15,26,28]. Bronfenbrenner's ideas allowed us to understand and explicate how these teachers supported students' SRL by examining the process in classroom contexts.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In this way, we presented our findings first as individual case study reports [14,15,28], and then we offered a cross-case analysis that highlighted the unified descriptions of the six teachers' beliefs and practices and further examined how are these enacted in regular classrooms to support students' SRL [26]. The main findings from the analyses suggest that the six teachers emphasized cognitive, meta-cognitive, motivated, and behavioral aspects in their descriptions of SRL.…”

Section: Overview Of the Studymentioning

confidence: 99%

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Teachers and the Teaching of Self-Regulated Learning (SRL): The Emergence of an Integrative, Ecological Model of SRL-in-Context

Alvi

Gillies

2020

Education Sciences

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Teachers are effective agents who can introduce and support students’ self-regulated learning (SRL) in classrooms. This qualitative study presents an integrative, ecological model of SRL-in-context from the teachers’ perspectives. Data were obtained from in-depth interviews, participant observations and informal conversations gathered from the classrooms of six teachers working in three different state primary schools located in Queensland, Australia. The model builds on teachers’ beliefs and understandings about SRL, the different ways through which they adopt SRL-supportive practices and the enactment of SRL in classrooms. It represents a complex structure of nested and mutually dependent systems with teachers having a central position, thereby forming the microsystem. However, teachers’ efforts to support students’ SRL are influenced by the exosystem (e.g., school, curriculum) and macrosystem (e.g., home, community) in a reciprocal fashion. The SRL-in-context model has implications for both theory and practice.

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Section: Overview Of the Studymentioning

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Overview Of the Studymentioning

confidence: 99%

See 3 more Smart Citations

Teachers and the Teaching of Self-Regulated Learning (SRL): The Emergence of an Integrative, Ecological Model of SRL-in-Context

Alvi

Gillies

2020

Education Sciences

Self Cite

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Investigating the individual nature of teacher beliefs and practices about self-regulated learning and how this shapes their practices for supporting student learning

Alvi

Gillies

2021

Educational Studies

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The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach

Heydarnejad

Fatemi

Ghonsooly

2021

JLE

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Teachers are world makers. They can change the thinking, attitudes, and lives of their students. Thus, it is essential to study the factors that foster teachers’ competency. Critical thinking, self- regulation, and teaching style are some of the factors influencing the effectiveness of teachers. In line with this argument, the present study delved into the possible impact of critical thinking abilities and self-regulatory strategies of English as a foreign language (EFL) teachers on their teaching style preferences. The possible influence of critical thinking abilities on teacher self- regulation was also studied. To do this, Watson-Glaser’s Critical Thinking Appraisal (Form 1), the Teacher Self-Regulation Scale (TSRS), and Grasha’s Teaching Style Inventory (TSI) were administered to 320 EFL teachers who were teaching at different private language institutions in Iran. A path analysis was utilized to ponder their causal relationships. The findings indicated that teachers with higher critical thinking abilities and self-regulatory skills tend to implement learner- centered styles (namely, Facilitator and Delegator) while teachers with lower critical thinking abilities and self-regulatory skills tend to do the opposite. Moreover, the significant effects of critical thinking on teacher self-regulation were determined. The implications of this study may open up new perspectives into successful pedagogy for policymakers, curriculum designers, and teachers.

show abstract

Promoting self-regulated learning through experiential learning in the early years of school: a qualitative case study

Cited by 10 publications

References 39 publications

Teachers and the Teaching of Self-Regulated Learning (SRL): The Emergence of an Integrative, Ecological Model of SRL-in-Context

Teachers and the Teaching of Self-Regulated Learning (SRL): The Emergence of an Integrative, Ecological Model of SRL-in-Context

Investigating the individual nature of teacher beliefs and practices about self-regulated learning and how this shapes their practices for supporting student learning

The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach

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