Teachers’ perceptions of how they develop self-regulated learning
Loading...
Date
2017
Authors
Geduld, Bernadette
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
The aim of this paper is to present a case study of the perceptions
of self-regulated learning (SRL) of 14 secondary township
schoolteachers and their teaching behaviour to develop SRL
strategies in their learners. A qualitative, exploratory, descriptive
research design was used. Semi-structured interviews and
lesson observations were conducted with 14 purposively selected
secondary school teachers. Specifically, this study explores how
participants use teaching strategies to promote various SRL
strategies such as goal-setting and planning, time management,
peer learning, and self-evaluation. Findings indicate that
participants’ teaching behaviour differ in terms of opportunities
to encourage learners to become conscious of their learning
processes as they use SRL strategies in different subjects across
Grades 8-12 in the two township schools. Discrepancies have
been noted between some lesson observations and teachers’
perceptions of how they integrate strategies to develop SRL.
The findings underline the importance of developing teachers’
knowledge and the use of SRL teaching strategies to foster SRL
learning and, hence, academic success.
Description
Keywords
Perceptions, Self-regulated learning, Township schools
Citation
Geduld, B. 2017. Teachers’ perceptions of how they develop self-regulated learning. Perspectives in Education, 35(1), 143-156.