Adapting routines in schools when facing challenging situations. Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning
Datum
07.07.2022Metadata
Zur LanganzeigeType
01A - Beitrag in wissenschaftlicher Zeitschrift
Zusammenfassung
Routines play a major role in educational change in schools. But what happens if the routines performed by school staff fail to deal successfully with current challenges? What strategies aid adaptation of the routines in a specific situation? Up to now, there exists no comprehensive concept for understanding why and at what points the adapting of routines in schools in a specific situation takes a favorable or unfavorable direction. To address this gap, we propose extending theories on routines by considering theories on self-regulated and collectively regulated learning. We consider these theories to be a beneficial complement because of their broad theoretical, methodological, and empirical research base. We argue that these theories enhance the understanding of adapting routines to specific challenging situations in schools. We present a newly developed theoretical framework for dealing with specific challenging situations in schools as an interplay between routines and regulation processes. Finally, important research questions regarding the suggested approach are discussed.
DOI der Originalausgabe
https://doi.org/10.1007/s10833-022-09459-1Übergeordnetes Werk
Journal of Educational Change
Verlag / Hrsg. Institution
Springer
Verlagsort / Veranstaltungsort
Wiesbaden