Self-Regulation of Behaviour as Seen by Experienced Teachers
Which Competences Are Most Involved?
Bibliographic Data
| ID | 22422443 |
|---|---|
| Authors | Andrea Jardí (0000-0002-1649-7555, Universitat de Barcelona, corresponding author), Ignasi Puigdellívol Aguadé (0000-0001-9038-2556, Universitat de Barcelona), Ignasi Puigdellívol (Universitat de Barcelona), Ignasi Oliveras Puigdellivol (Universitat de Barcelona), Cristina Petreñas (0000-0001-8083-2154, Universitat de Lleida), Dorys Sabando (Universitat de Barcelona), Dorys Soledad Sabando Rojas (0000-0002-9639-7481, Universitat de Barcelona) |
| Year | 2026 |
| Volume | 28 |
| Issue | 2 |
| Pages | 481-504 |
| Publication date | 2026-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Improving Schools (JOURNAL) |
| Journal identifiers | ISSN: 1365-4802 • E-ISSN: 1475-7583 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/13654802261419323 |
| OpenAlex | W7131351075 |
| Language | EN |
| References cited | 99 |
One of the main concerns of teachers in the practice of their profession is that of managing the behaviour of their students. This concern is also justified by studies that point to the serious consequences of this educational shortcoming. This article analyses the perception of experienced teachers regarding the competences that helped them to encourage self-regulation of behaviour (SRB) among their students and how to acquire them. The minutes of 21 working group sessions conducted during three academic years and a focus group were contrasted with a competency framework. This resulted in a synthetic and cross-curricular proposal of six competences that initial and in-service teacher education should include and that in-service teachers judge to be more closely related to SRB. This is a manageable competency framework for teacher training plans aimed at equipping teachers with the necessary skills to promote SRB in the classroom.
Focus group · Perception · Qualitative research · Semi-structured interview · Behavioral and Psychological Studies · Innovative Teaching and Learning Methods · Teacher Education and Leadership Studies
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| Highly cited | No |
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