Teachers' Promotion of Self-Regulated Learning: A Comparison Between Regular and Special Education Teachers

• In Event: 49.089 - Poster Session 9
  In Poster Session: 49.089-5 - Self-Regulation in Diverse Contexts

Abstract

Although teachers’ role in promoting self-regulated learning (SRL) is stressed, research focusing on elementary education teachers’ promotion of SRL is rather scare. This study investigates upper elementary teachers’ direct and indirect promotion of SRL and explores differences between special education and regular education. Sixteen teachers (10 special and 6 regular education teachers) with their overall 273 students (Grade 6) were video-taped during three mathematics lessons. Results reveal that special education teachers’ promote SRL to a higher extent, provide more explicit instruction and more successfully succeed to set up powerful learning environments. Further, whereas special education teachers mainly focus on metacognitive strategies, regular education teachers predominantly focus on cognitive strategies. These results underline the need for additional training of teachers.

Authors

• Sabrina Vandevelde, Ghent University

• Elien Roose

• Sarah Dhuyvetter

• Hilde Van Keer, Ghent University