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2 references
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- Vol 4 RE: Chapter 23
teacher self-regulated learningself-regulated learning promotionteacher competencestrategy knowledgediagnostic awarenessprofessional developmentJournal article Evidence summaryAt a glance
This study examines how teachers’ own self-regulated learning and their professional competence as promoters of self-regulation relate to students’ learning. The authors use a holistic competence framework that distinguishes teachers as self-regulated learners from teachers as agents who teach and support self-regulated learning.
Key ideas
Relevant competence includes knowledge of strategies and instruction, beliefs about learnability and value, motivation to promote self-regulation, teachers’ own strategy use, and classroom practices. Linking teacher and student data, the study tests whether these dimensions form pathways through which teachers influence students’ strategy knowledge, use, motivation, and achievement-related processes. The findings underline that teacher effects are not captured by a single disposition: different competence components make distinct contributions, and what teachers know or believe does not automatically translate into practice. Promotion is more likely when teachers possess coordinated knowledge, motivation, diagnostic awareness, and self-regulatory experience.
Why it matters
The article therefore argues for teacher education and professional development that integrate conceptual understanding with modelling, practice, observation, feedback, and reflection, enabling teachers to make self-regulated learning visible and teachable in everyday lessons.
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- Vol 6 RE: Chapter 7
teacher professional developmentprofessional identityreflective practiceteacher agencycoachingcollaborative inquiryexperiential learningcore qualitiesJournal article Evidence summaryAt a glance
Korthagen critiques professional development that assumes teachers simply receive theory, understand it, and transfer it into practice. Teacher learning is often implicit, emotionally charged, motivational, social, and embedded in immediate classroom situations.
Key ideas
Behaviour is influenced at several interconnected levels: environment, behaviour, competencies, beliefs, professional identity, and personal mission or core qualities. Approaches that address only techniques or propositional knowledge may therefore leave deeper patterns unchanged. “Professional development 3.0” connects experience with systematic reflection, supports awareness of thoughts, feelings, wants, and behaviour, and helps teachers identify strengths and ideals as resources for action. The teacher as a person is not an obstacle to be standardised away but part of the mechanism of sustainable change. Korthagen draws on research and programmes to argue for coaching, collaborative reflection, small experiments in practice, and alignment across levels.
Why it matters
The article is a critical synthesis rather than a comparative meta-analysis, and its categories should guide inquiry rather than diagnose teachers mechanically. Effective development links theory and practice through repeated, supported learning grounded in authentic concerns and agency.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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