Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition

Karlen, Yves; Hirt, Carmen Nadja; Jud, Johannes; Rosenthal, Amina; Eberli, Tabea Daria

doi:10.1016/j.tate.2023.104055

Cited by 30 publications

(24 citation statements)

References 61 publications

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“…Similarly, our findings indicate that students given combined support judged their knowledge about SRL as high at the end of the semester. Such positive self-efficacy might deepen their motivation to engage with SRL-and even their actual performance as self-regulated learners and teachers (see Karlen et al 2023). We found that assessment skills were largely unaffected by both kinds of support.…”

Section: Teachers As Facilitators Of Srl: Effects On Knowledge Assess...mentioning

confidence: 75%

“…In this regard, recent frameworks (e.g., Karlen et al 2020;Kramarski and Heaysman 2021) acknowledged that teachers are also learners themselves-and that their own self-regulatory skills interact with their skills teaching self-regulated learning (SRL). To promote students' SRL, future teachers should therefore become effective learners themselves (Dembo 2001; see also Heaysman and Kramarski 2022;Karlen et al 2023;Kramarski and Kohen 2017;Porter and Peters-Burton 2021). From this perspective, teachers' SRL-related skills, such as their knowledge about or assessment of SRL, result from their experiences as self-regulated learners and as facilitators (or "agents"; Karlen et al 2020) of SRL.…”

Section: Introductionmentioning

confidence: 99%

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Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning

Zeeb,

Bürgermeister,

Saalbach

et al. 2023

Unterrichtswiss

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In this quasi-experimental field study, we investigated the effects of a digital support tool on knowledge about, assessment of, and feedback on self-regulated learning (SRL). Student teachers (N = 119) took the roles of learners and teachers. As learners, they wrote learning journals and received feedback on the strategies they had used. As teachers, they assessed a peer’s learning strategies elicited in the learning journals and provided feedback. A digital tool supported the participants in their role as teachers by providing additional assessment support (yes/no) and feedback support (yes/no). Assessment support was realized with rubrics, feedback support was realized with sentence starters. Our results indicated that declarative and self-reported knowledge about SRL increased in all groups. Assessment support did not foster assessment skills, but feedback support fostered the quality of the peer feedback and feedback quality in a standardized posttest. High feedback quality, in turn, predicted learners’ application of organizational (but not metacognitive) strategies. We conclude that the combination of writing learning journals and providing peer feedback on SRL is a promising approach to promote future teachers’ SRL skills. Digital tools can support writing the feedback, for example, by providing sentence starters as procedural facilitators. Such support can help teachers supply high-quality feedback on SRL, which can then help learners improve their SRL.

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Section: Teachers As Facilitators Of Srl: Effects On Knowledge Assess...mentioning

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning

Zeeb,

Bürgermeister,

Saalbach

et al. 2023

Unterrichtswiss

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show abstract

“…B. zeigt das Modell von Karlen et al ( 2020) zu professionellen Kompetenzen von Lehrkräften im SRL auf, dass Lehrkräfte vielfältige Kompetenzen benötigen, um das SRL ihrer Schüler:innen zu diagnostizieren und zu fördern. Neben eigenen Kompetenzen im SRL spielen motivationale Aspekte, Überzeugungen und Wissen zum SRL und zu Diagnosemethoden eine wichtige Rolle (Karlen et al, 2023).…”

Section: Diagnostische Kompetenz Von Lehrkräften Im Srlunclassified

“…Lehrkräfte berichten über positive Überzeugungen zum SRL (Lombaerts et al, 2009). Die wenigen vorliegenden Befunde zum Zusammenhang der Überzeugungen mit der Förderung von SRL durch die Lehrkräfte sind jedoch inkonsistent (Karlen et al, 2023). Bei Dignath-van Ewijk und van der Werf (2012) sagten die Überzeugungen von Lehrkräften zur Förderung von SRL die selbstberichtete Förderung des SRL vorher.…”

Section: üBerzeugungen Von Lehrkräften Zum Srlunclassified

Professionalisierung von Lehrkräften im Beruf. Stand und Perspektiven der Lehrkräftebildung und Professionsforschung

2023

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Professionalisierung stellt für Lehrkräfte eine lebenslange Aufgabe dar und findet nach dem Berufseinstieg vielfach neben den beruflichen Tätigkeiten statt. Anlässe für eine Professionalisierung sind schulorganisatorische Veränderungen oder gesamtgesellschaftliche Aufgaben, die für Schulen bedeutsam sind, wie die Einführung von Inklusion an allgemeinbildenden Schulen. Neben der individuellen Professionalisierung wirft der Sammelband auch einen Blick auf die kollegiale Professionalisierung. Diese kann einen Beitrag zur individuellen Professionalisierung der Lehrkräfte leisten, wenn systematisch das Lernen aller Lehrkräfte als eine Aufgabe verstanden wird. So können im Sinne von ‚Communities of Practice‘ Lehrerkollegien vielfältige Lerngelegenheiten bieten und die Einzelschulen ein Ort des Lernens darstellen. Drei weitere Themenschwerpunkte der Beiträge bilden die Professionalisierung von Lehrkräften im Kontext der Digitalisierung von Schule und Unterricht, im Rahmen inklusiven Unterrichtens sowie die Professionalisierung alternativ qualifizierter Lehrkräfte wie Seiteneinsteiger:innen.

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“…This insight equips them to proficiently recognise and tackle their students’ requirements and difficulties with SRL (Karlen et al. 2020 , 2023 ; Paris and Winograd 2003 ). Only a few studies have empirically explored the relationship between teachers’ competences as self-regulated learners and their SRL promotion.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Video-Basierte Einblicke ins Klassenzimmer: Die Förderung des Selbstregulierten Lernens im Kontext der Professionellen Kompetenzen von Lehrkräften und der Fertigkeiten der Schüler:innen im Selbstregulierten Lernen

Rosenthal,

Hirt,

Eberli

et al. 2023

Unterrichtswiss

Self Cite

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Despite the significance of self-regulated learning as an important educational goal, teachers face difficulties in fostering students’ skills in self-regulated learning (SRL). Teachers exhibit variability in their capacity to foster SRL. There is no guarantee that students consistently benefit from their teachers’ promotion of SRL. This study aims to address this issue by examining (1) how teachers promote SRL, (2) the relationship between teachers’ professional competences and their promotion of SRL, and (3) the association between teachers’ promotion of SRL and students’ SRL. Data from N = 54 teachers and their N = 823 lower secondary school students were analysed using online questionnaires, knowledge tests, and video recordings. The analysed video data reveals that teachers foster SRL predominantly implicitly, invest most of the time in promoting metacognitive strategies and primarily design learning environments that foster student support. Overall, only a few significant correlations were found between teachers’ professional competences and their promotion of SRL. Further, the results indicate no clear correlation pattern between teachers’ promotion and students’ skills in SRL. Further research should shed more light on the relationship between teachers’ promotion of SRL and students’ SRL to better understand whether and how they might be related.

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Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition

Cited by 30 publications

References 61 publications

Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning

Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning

Professionalisierung von Lehrkräften im Beruf. Stand und Perspektiven der Lehrkräftebildung und Professionsforschung

Video-Basierte Einblicke ins Klassenzimmer: Die Förderung des Selbstregulierten Lernens im Kontext der Professionellen Kompetenzen von Lehrkräften und der Fertigkeiten der Schüler:innen im Selbstregulierten Lernen

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