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

• Xu, Hui Xuan The Education University of Hong Kong
• Ko, Po Yuk The Education University of Hong Kong

Teaching and Teacher Education, 80, 106-114, 2019

Pergamon Press

2019

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Self-Regulated Learning Teacher Knowledge In-Service Teacher SRL-Based Instruction Communities of Practice

• 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

• 10.1016/j.tate.2019.01.002

https://bibliography.lib.eduhk.hk/en/bibs/f91f84b6

2019-06-06