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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.
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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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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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