Teachers' Perceptions of Self-Regulated Learning, Its Efficacy and Application to Instructional Practices (Poster 35)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Studying and Self-Regulated Learning SIG Poster Session

Abstract

While research has positively linked self-regulated learning (SRL) strategies with academic achievement, motivation, and life-long learning, few studies evaluate teacher beliefs, knowledge, and utilization of these beneficial learning strategies. The purpose of this study is to understand teacher perspectives and practices related to SRL in a classroom environment. Semi-structured interviews were conducted with eight primary in-service teachers to explore the ways they use SRL strategies in their own teaching practice. The most frequently utilized strategies included goal setting, help-seeking, time management, and reflection on instruction. Emerging themes included adapting instruction and tracking academic and socioemotional progress of students using SRL components. These findings suggest that explicit professional development on teacher SRL strategies may be useful for educators.

Authors

• Stephanie Greenquist-Marlett, Old Dominion University

• Linda Bol, Old Dominion University

• Courtney Hill, University of North Carolina - Charlotte

• Erin Cousins, Old Dominion University