Self-Regulation of Professional Learning in the Workplace: a State of the Art and Future Perspectives

Cuyvers, Katrien; Bossche, Piet Van den; Donche, Vincent

doi:10.1007/s12186-019-09236-x

Cited by 18 publications

(28 citation statements)

References 59 publications

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“…Finally, even though studies have reported only small amounts of variance in teaching SRL, explained by variables at school or context levels, these aspects could nevertheless help to better understand why teachers do or do not foster SRL in class (Vandevelde et al, 2012;De Smul et al, 2019;Thomas et al, 2020). One promising approach might be to assess the impact of collective teacher efficacy, job resources, and school climate (i.e., innovative culture; Goddard et al, 2000;Cuyvers et al, 2020;Thomas et al, 2020).…”

Section: Limitation Of Study and Future Outlooksmentioning

confidence: 99%

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: Limitation Of Study and Future Outlooksmentioning

confidence: 99%

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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“…Group working skills are increasingly emphasized. In a working life, self-regulation and peer learning skills are important because experts need to take responsibility for their own learning as part of their everyday work and be able to reflect on their performance and learning and work collaboratively (Van de Wiel et al 2011;Cuyvers et al 2020). In recent years, there has been a growing interest in how these skills develop during university education (Coertjens et al 2013;Donche et al 2010).…”

Section: Introductionmentioning

confidence: 99%

Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies

2020

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The present mixed-method longitudinal study examines students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies. At the first measurement point, 188 first-year students completed the questionnaire. At the second measurement point, 91 of the 188 students participated in the follow-up study at their fourth study year and completed the same questionnaire again. Of these, twelve students were interviewed. The results showed that experienced study-related exhaustion and self-regulation of content increased during studies. However, the results also showed a large individual variation in experienced study-related exhaustion. The students whose exhaustion decreased described experiences of peer support that helped them to develop their self-regulation skills. Students whose study-related exhaustion remained low evaluated their self-regulation skills as good. They experienced that they did not need other students’ support in the regulation of learning. The students whose study-related exhaustion increased or remained high described more problems in self-regulation. Most students relied on peer support because of self-regulation problems. However, not all students used other students’ support despite of problems in studying. It can be concluded that regulation skills have a key role in experienced study-related exhaustion during studies.

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“…As such, SRL plays a pivotal role in lifelong learning and employability in many current professional careers and beyond (Sitzmann and Ely, 2011;Cassidy, 2011;Gandomkar et al, 2018). Notwithstanding the accentuated importance of and a growing interest in SRL work environments, in-depth insight into the process and how it unfolds throughout practices is scarce (Cuyvers et al, 2020;Gandomkar et al, 2018).…”

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confidence: 99%

“…In former research on SRL in the workplace, conceptual frameworks stemming from research on SRL in educational settings are often used. However, a transfer of this conceptual grounding to describe SRL in complex workplace contexts, such as the clinical environment, might be a too quick solution (Cuyvers et al, 2020). Doing so, the difference in nature of learning in both contexts can be overlooked (Cuyvers et al, 2020).…”

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confidence: 99%

“…However, a transfer of this conceptual grounding to describe SRL in complex workplace contexts, such as the clinical environment, might be a too quick solution (Cuyvers et al, 2020). Doing so, the difference in nature of learning in both contexts can be overlooked (Cuyvers et al, 2020). Also, contrary to learning in educational settings, learning is not the main objective in the work environment as performance is the main purpose.…”

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confidence: 99%

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Unravelling the process of self-regulated learning of medical specialists in the clinical environment

Cuyvers

Donche

Bossche

2021

JWL

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Purpose This study aims to unravel the dynamic nature of the process of self-regulated learning (SRL) of medical specialists as it actually unfolds over time in the authentic clinical environment. Design/methodology/approach A longitudinal multiple case-study design was used, combining multiple data-collection techniques. Long-term observations offered evidence on overt SRL strategies. Physicians’ observed behaviours were used as cues for in loco stimulated recall interviews, asking about covert SRL strategies and their thoughts regarding a situation at hand. Field notes and audiotaped stimulated recall interviews were transcribed verbatim and integrated in a longitudinal database to map SRL as it actually unfolds moment-by-moment. The transcripts were analysed from an inter- and intra-individual perspective using Nvivo 12. Findings Results show a variety of strategies that initiate, advance and evaluate the process of SRL. Different SRL strategies not included in contemporary frameworks on SRL are found and classified as a new category which the authors labelled “learning readiness”. Exemplary for an SRL strategy in this category is awareness of learning needs. Results show that SRL in the clinical environment is found as an interrelated, dynamic process unfolding in time with feedback loops between different SRL strategies. Performance is found to play a leading role in driving SRL. Originality/value This study contributes empirically to the conceptual understanding of SRL in the clinical environment. The use of a situated, longitudinal methodology, which goes beyond the common path of retrospective self-report questionnaires, adds to the disentanglement of the process of SRL as it actually unfolds in the work environment.

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Self-Regulation of Professional Learning in the Workplace: a State of the Art and Future Perspectives

Cited by 18 publications

References 59 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

Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies

Unravelling the process of self-regulated learning of medical specialists in the clinical environment

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