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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Type
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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Publisher / Publishing institution
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
Review
Peer review of the complete publication
Open access category
Hybrid
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