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- Vol 4 RE: Chapter 23
self-regulated learningteacher professional competencelearning strategy instructionmetacognitive reflectionprocess-focused feedbackteacher modellingJournal article Evidence summaryAt a glance
Karlen and Hertel introduce a special issue connecting teachers’ professional competence in self-regulated learning with the ways teachers promote it in ordinary classrooms. They position self-regulation as a future literacy that helps learners set goals, select and adapt strategies, monitor progress, manage motivation and emotion, and persist through changing demands.
Key ideas
Because these processes do not develop automatically, teachers need more than general encouragement to make students independent. The authors organize teacher support through the INSPIRE model: instructor, navigator, strategist, promoter, innovator, role model, and encourager. These roles include explicitly teaching and modelling strategies, designing environments that permit choice and reflection, diagnosing learner needs, giving process-focused feedback, demonstrating teachers’ own regulation, and sustaining students’ confidence and effort. The article also stresses teachers’ knowledge, beliefs, motivation, self-regulation, and diagnostic skills as conditions for effective practice.
Why it matters
It calls for closer connections among research, teacher education, professional development, and classroom observation so that self-regulated learning becomes an integrated feature of everyday instruction rather than an occasional add-on.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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