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- Vol 4 RE: Chapter 12
self-regulated learningstudent teacher mentoringtask designlearner autonomystrategy useformative feedbackclassroom interactionsJournal article Evidence summaryAt a glance
Perry, Phillips, and Hutchinson examine whether experienced teachers can mentor student teachers to design tasks and classroom practices that promote self-regulated learning.
Key ideas
Observations from a multi-year teacher-education project show that novices can learn to create complex, meaningful tasks, offer appropriate choice, support strategy use, and encourage learners to monitor and evaluate their work. The study links teacher modelling and guided practice with the gradual development of learner independence. It also shows that the surrounding classroom design matters: opportunities for self-regulation arise from the qualities of tasks, interactions, feedback, and expectations, not from generic reminders to take responsibility.
Why it matters
The findings concern mentored elementary teacher education, so transfer to other settings should be made thoughtfully.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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