Teachers' and Students' Roles in Self-Regulated Learning Based on the System of Standards-Based Curriculum Design (SSCD)

• In Event: Self-Regulated Learning Behaviors and Learning

Abstract

The misconception of self-regulated learning (SRL) in the classroom is learning without teachers. The study collected data and analyzed teacher and student roles in a 10th grade self-regulated-learning (SRL) career-planning course based on Zimmerman’s (2002) model. Participants were a technology teacher designing and teaching the course based on System of Standards-based Curriculum Design (SSCD), 23 course-taking students and seven classroom-observation teachers. Data sources consisted of the teacher’s course plan, reflections and interviews, the students' works, reflections and final questionnaires, and post-observation meetings. Constant comparison was adopted to examine the teacher’s and the students’ roles in the course. The results indicated that the teacher plays multiple roles in coordination with the roles of the students.

Authors

• HsinJu Lin, National Tsing Hua University
  Presenting Author

• Hsiu-Lien Lu, National Tsing Hua University
  Presenting Author