Successful learning: balancing self-regulation with instructional planning

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    Abstract

    Many recent studies have stressed the importance of teacher candidates’ (TCs) self-regulated learning (SRL) skills for successful learning. Because of the promising consequences of SRL for academic performance, teacher educators (TEs) are encouraged to increase TCs’ SRL opportunities in educational programs. Because of the difficulty and complexity for TEs to successfully guide TCs towards SRL, the present study contributes to the discussion how to best facilitate TEs in finding a balance between student- and teacher-control. For this purpose, a conceptual model is presented. The model draws upon literature related to the perspective of the learner, the teacher and the learning task. Besides the context of teacher education, the model is beneficial for higher education as well as teaching and teacher professionalization. It will help instructors provide a more balanced approach between teacherand student-controlled learning, and support students develop essential SRL skills.
    Original languageEnglish
    Pages (from-to)685-700
    Number of pages16
    JournalTeaching in Higher Education
    Volume23
    Issue number6
    Early online date21 Dec 2017
    DOIs
    Publication statusPublished - 2018

    Keywords

    • Self-regulated learning
    • teacher development
    • scaffolding
    • modeling

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