Understanding the promotion of self-regulated learning in upper secondary schools. How can teaching quality criteria contribute?
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
29.11.2024
Typ der Arbeit
Studiengang
Sammlung
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Frontline Learning Research
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
12
Ausgabe / Nummer
4
Seiten / Dauer
55-84
Patentnummer
Verlag / Herausgebende Institution
European Association for Research on Learning and Instruction
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Self-regulated learning (SRL) has gained increasing attention in educational science over the past four decades. Especially within the context of the lifelong learning debate, regulatory strategies play a crucial role, as they are essential not only within schools and classrooms but also in lifelong learning contexts. Concurrently, the discussion on teaching quality holds an equally central position in educational science. However, these two lines of discourse have, so far, been treated largely independently of each other and lack an alignment. In our exploratory study, we applied the three basic dimensions of teaching quality to assess an SRL-promoting learning environment from the perspective of students. We conducted seven focus groups involving a total of N = 49 secondary school students, and the data was analyzed using qualitative content analysis. Our analyses demonstrate that these basic dimensions can contribute to analyze the quality of an SRL environment. However, further adaptation is required as the three dimensions seem still to be interwoven with a more traditional conceptualization of teaching.
Schlagwörter
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
2295-3159
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Nein
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Gold
Lizenz
Zitation
Mejeh, M., Stampfli, B., & Hascher, T. (2024). Understanding the promotion of self-regulated learning in upper secondary schools. How can teaching quality criteria contribute? Frontline Learning Research, 12(4), 55–84. https://doi.org/10.14786/flr.v12i4.1387