Activation and Intentional Belief Coordination: The Link Between Teachers' Beliefs About Self-Regulated Learning and Practice?

• In Event: 66.084 - Teachers' Beliefs and Practices With Respect to Teaching for Self-Regulated Learning

Abstract

I offer a theoretical argument for intentional belief coordination by teachers in order to achieve their personal vision. Using the goal of teaching for self-regulated learning (SRL) as an entry point, I will discuss how teachers’ beliefs need to be activated and then coordinated in order for teachers to make self-regulated teaching a critical component of their practice.

Research in SRL has evidenced a link between learners’ engagement in SRL and their subsequent learning outcomes (e.g., Cleary and Zimmerman, 2004; Harris, Graham, & Adkins, 2014). Despite endorsing beliefs about the importance and relevance of teaching for SRL teachers do not seem to engage in teaching practices that support SRL (e.g., Steinbach, & Stroeger, 2016).

Beliefs serve different functions in the self-system and the function performed by a belief in situ may be as influential on teachers’ motivation and practice as content of the belief (Fives & Buehl, 2012; in press). Beliefs serve three functions they filter information, frame tasks, and guide action. One reason for an assessed mismatch in beliefs and practice may be that beliefs were assessed in the functions of filters, rather than when functioning as frames or guides (Fives & Buehl, 2012; in press). For example, an item assessing beliefs about the desirability of SRL in class read: “Students should set goals for themselves that they can just barely reach with effort” (Steinbach & Stroeger, 2016, p. 260). Responses to this items when considered through the lens of a filter may lead to endorsement of the beliefs in a general appreciative sense, these practices sound good. However, when items shift to asking what teachers do there is less agreement. This may occur because, when answering times about “doing” the beliefs must function as frames or guides. That is these beliefs need to be made salient or activated so that they are used to frame tasks or to guide actual practice in the classroom. Gill, Ashton, and Aligina (2004) found that preservice teachers whose epistemic beliefs were activated before they read a text about constructivism endorsed constructivist teaching practices more so than the preservice teachers whose beliefs were not activated. Suggesting that when particular beliefs are made salient they may be used to frame the task and influence how that task is understood.

In addition, beliefs about SRL are among many different beliefs teachers must juggle/weigh as they engage in practice. In a qualitative investigation of teachers’ implementation of SRL, Spruce and Bol (2015) found that when teachers endorsed teaching for SRL they added caveats (i.e., “it depends on the kid,” p. 269). This illuminates how other beliefs can intervene between belief endorsement and belief enactment. Thus, belief coordination seems to be an area that warrants exploration. I will discuss how Korthagen’s (2016) model of reflection can be used to facilitate the activation and intentional coordination of teachers’ beliefs.

Author

• Helenrose Fives, Montclair State University