Self-Regulated Learning – Theories Or Pedagogies

Abstract

The current pedagogies promoting Self-Regulated Learning (SRL) present three separate Self-Regulated Learning pedagogies: (1) Key components of the study and task conditions including SRL; (2) Gradual process of SRL transfer: (3) Direct instruction of SRL strategies. The present research reveals the connections between these different approaches, analyzes their applications and most of all contextualizes them theoretically. The literature review conducted for this study shows that pedagogies to promote SelfRegulated Learning can be thoroughly understood in relation to socio-cognitive and socio-cultural theoretical contexts. This deep conscious process of teaching and learning is explained by these three pedagogies via theories that are connected to reading and writing research. A fourth pedagogy presents synergetic integration of the three Self-Regulated Learning pedagogies interwoven with Self-Regulated Learning theoretical contexts. Finally, application and implication of the fourth pedagogy will be presented and recommended, including pre-service teachers' preparation programs. Research findings show that providing tasks that include a range of techniques involving establishment of a system of scaffolding in discourse helps pre-service teachers in primary schools to develop SRL practices to promote students' SRL (Perry, Hutchinson & Thauberger, 2007). Based on research findings that pointed to the considerable contribution of pre-service teachers' collaborative reflective learning discourse on developing their teaching to promote Self-Regulated Learning (Michalsky & Schechter, 2013), it is recommended that promotion of SRL in teaching will be develop by shared-regulation learning discourse in groups.