Everyday classroom teaching practices for self-regulated learning

Peel, Karen L. ORCID: https://orcid.org/0000-0003-1626-9525 (2020) Everyday classroom teaching practices for self-regulated learning. Issues in Educational Research, 30 (1). pp. 260-282. ISSN 0313-7155

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This study investigated everyday classroom teaching that provides opportunities for young adolescent students to self-regulate their learning. Evidence drawn from literature in the field of self-regulated learning (SRL) underpins this investigation that was focused on the transition years from primary school to secondary school. Research was conducted in Australia as dual case studies, with data collected through semi-structured interviews and classroom observations from eight teacher participants. The data were analysed through the lens of a conceptual framework that aligns the findings with the fundamentals for SRL. The four themes generated are best understood as teaching approaches that describe how teachers within social learning environments connect the goal orientated learning with purposeful engagement, facilitate the activation of thinking strategies through instructional support, and diversify learning opportunities that enable an expectation of success. The findings are illustrated by classroom examples of the core practices that influence students' self-regulatory capacity. An outcome of this research is the SRL model that offers a vision for pedagogy to support teacher professional dialogue and learning, and a practical decision-making tool intended to guide teachers to reflect, analyse and tailor practices for their everyday classroom teaching. The paper concludes with some suggestions that provide scope for future research.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 09 Mar 2020 06:29
Last Modified: 04 Nov 2021 07:49
Uncontrolled Keywords: lifelong learning; primary school; professional learning; secondary school; self-regulated learning; teaching practices; young adolescents
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development
URI: http://eprints.usq.edu.au/id/eprint/37968

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