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Enhancing teachers' knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong

  • Enhancing teachers' knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong
  • Teaching and Teacher Education, 80, 106-114, 2019
  • Pergamon Press
  • 2019
    • Hong Kong
    • 1997.7 onwards
    • Primary Education
  • The present study examined how a group of Hong Kong in-service teachers improved their knowledge of how to promote self-regulated learning (SRL) in students when they participated in a teacher professional development program, which was designed according to the principles of Communities of Practice (CoP). A case study method design was employed and multiple sources of data were collected to investigate the teacher participants' improvement in the knowledge of SRL-based instruction. Findings showed that, over the period of six months, most teachers changed their knowledge of SRL-based instruction from providing students with full autonomy in self-studying a topic to strengthening teachers' role in creating a high-SRL classroom environment. Apart from the CoP experience, evidence of students' involvement in learning was also important to change the teachers' understanding of SRL-based instruction. Discussion and suggestions are provided at the end. Copyright © 2019 Elsevier Ltd. All rights reserved.
    • English
  • Journal Articles
    • 0742051X
  • https://bibliography.lib.eduhk.hk/en/bibs/f91f84b6
  • 2019-06-06

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