Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition
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Authors
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Publication date
2023
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01A - Journal article
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Parent work
Teaching and Teacher Education
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DOI of the original publication
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Series
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Volume
125
Issue / Number
Pages / Duration
1-14
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Elsevier
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Abstract
This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of self-regulated learning (SRL) explain their self-reported and students' perceived promotion of metacognition. One hundred and eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between teachers' knowledge, self-efficacy, intrinsic interest value and the promotion of metacognition. Teachers’ own SRL skills and mindsets about SRL were indirectly related to the promotion of metacognition via their self-efficacy and intrinsic interest value. This study provides new evidence of the importance of teachers' dual competence profile for promoting metacognition.
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Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
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ISBN
ISSN
0742051X
1879-2480
0742-051X
1879-2480
0742-051X
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
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Peer review of the complete publication
Open access category
Hybrid
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Citation
KARLEN, Yves, Carmen HIRT, Johannes JUD, Amina ROSENTHAL und Tabea EBERLI, 2023. Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition. Teaching and Teacher Education. 2023. Bd. 125, S. 1–14. DOI 10.1016/j.tate.2023.104055. Verfügbar unter: https://doi.org/10.26041/fhnw-4801