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66.084 - Teachers' Beliefs and Practices With Respect to Teaching for Self-Regulated Learning
Mon, April 8, 2:15 to 3:45pm, Metro Toronto Convention Centre, Floor: 200 Level, Room 205DSession Type: Symposium
Abstract
The ability to effectively manage one’s own learning has become an important ‘survival tool’ in today’s complex world (Bjork, Dunlosky & Kornell, 2013). In view of the importance of SRL, it is of concern that that many teachers do not know how to create learning environments to promote students’ self-regulation. In this session we bring together experts from different parts of the world to share and discuss their empirical findings and theoretical perspectives on pre-service and practicing teachers’ beliefs and practices with respect to self-regulated learning and on how to improve these beliefs and practices.
Sub Unit
Chair
Papers
Differences in the Teaching and Learning of Self-Regulated Learning Skills in Grades 5 to 8 - Susan-Marie Harding; Patrick E. Griffin, University of Melbourne; Nives Nibali; Narelle English, The University of Melbourne; Lorraine J. Graham, The University of Melbourne; Bm Monjurul Alom, University of Melbourne
Insights Into the Structure and Development of Teacher Competence With Regard to the Promotion of Self-Regulated Learning - Charlotte Dignath, Goethe University
Preservice Teachers' Belief Systems With Respect to Self-Regulated Learning (SRL) and Effects on SRL Practices - Stella Vosniadou, The Flinders University of South Australia; Michael J. Lawson, Flinders University; Mirella Wyra; Penny Van Deur, Flinders University; David Jeffries, Flinders University
Activation and Intentional Belief Coordination: The Link Between Teachers' Beliefs About Self-Regulated Learning and Practice? - Helenrose Fives, Montclair State University
Discussants
Jeff A. Greene, University of North Carolina - Chapel Hill
Patricia A. Alexander, University of Maryland - College Park