Abstract

To address teachers’ difficulties in implementing effective self-regulated learning (SRL) for their professional knowledge and practice as well as for their students’ learning, a conceptual framework and a practical model for professional development is proposed that can help bridge theory, practice, and research on teachers’ SRL. Expanding on prior dual frameworks that differentiate teachers’ own SRL from their self-regulated teaching (SRT), the “triple SRL–SRT processes” framework also distinguishes teacher-focused from student-focused aspects of SRT. Specifically, three types of self-regulation are proposed: (1) teachers self-regulate their own learning as learners (SRL); (2) teachers self-regulate their practice as self-regulated teachers (teacher-focused SRT); (3) teachers activate students’ SRL as teachers of SRL (student-focused SRT). To support teachers’ self-regulation using this framework, a spiral model of professional development, supported by preliminary research showing positive effects on teachers’ SRL–SRT and students’ SRL and achievement, is proposed. Conceptual contributions and practical implications are discussed.

摘要

为了解决教师在为他们的专业知识和实践以及学生的学习实施有效的自我调节学习 (SRL) 方面的困难，提出了一个专业发展的概念框架和实践模型，可以帮助连接理论、实践、以及教师 SRL 的研究。扩展先前的双重框架，将教师自己的 SRL 与他们的自我调节教学 (SRT) 区分开来，“三重 SRL-SRT 流程”框架还区分了 SRT 以教师为中心和以学生为中心的方面。具体而言，提出了三种类型的自我调节：（1）教师自我调节自己作为学习者的学习（SRL）；(2)教师自我调节作为自我调节教师的实践（以教师为中心的 SRT）；（3）教师激活学生SRL为教师SRL（学生为本SRT）的。为了支持教师使用该框架进行自我调节，在初步研究的支持下，提出了一种螺旋式专业发展模型，该模型对教师的 SRL-SRT 和学生的 SRL 和成就有积极影响。讨论了概念贡献和实际意义。