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

Abstract

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

Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies

“…To this end, many teacher educators are striving to increase preservice teachers' SRL throughout their training period (e.g., Kramarski and Kohen, 2017 ; Michalsky, 2020b ). However, inservice training efforts to inculcate a student-centered SRL teaching approach among more veteran teachers have lagged behind (Karlen et al, 2020 ).…”

For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training

“…Some studies reveal correlations between teachers' beliefs about SRL and their self-reported (Lombaerts et al, 2009a(Lombaerts et al, , 2009bThomas et al, 2020) and observed SRL practice (Depaepe et al, 2010;Lombaerts et al, 2009aLombaerts et al, , 2009b, but others did not (Dignath & Büttner, 2018;Pauli et al, 2003). Consistently, researchers find that teachers' self-efficacy to implement SRL predicts their self-reported SRL practice (De Smul et al, 2018;Dignath, 2017;Karlen et al, 2020). Surprisingly, this is not found for teachers' knowledge about the promotion of SRL (e.g., Dignath & Van der Werf, 2012;Karlen et al, 2020).…”

“…Consistently, researchers find that teachers' self-efficacy to implement SRL predicts their self-reported SRL practice (De Smul et al, 2018;Dignath, 2017;Karlen et al, 2020). Surprisingly, this is not found for teachers' knowledge about the promotion of SRL (e.g., Dignath & Van der Werf, 2012;Karlen et al, 2020).…”

“…With regard to SRL research, most studies adopt a rather variable-centered approach by examining specific aspects of teacher competence separately. Some studies, however, investigated the interplay between different competence aspects, suggesting that teachers' knowledge and their beliefs about promoting SRL are not necessarily aligned (Dignath, 2017;Spruce & Bol, 2015), whereas teachers' knowledge and their self-efficacy to promote SRL seem to be correlated (Dignath, 2017;Karlen et al, 2020).…”

Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement

“…The students' self-concepts about SRL were assessed using a three-item scale (Karlen et al, 2020). The scale consists of three items (sample item: "I am good at self-organizing my learning").…”