Putting self-regulated learning and teaching into practice
Insights from two science teachers and their students
Bibliographic Data
| ID | 9894845 |
|---|---|
| Authors | Avivit Arvatz (0000-0001-5504-464X, Technion – Israel Institute of Technology), Boaz Hadas (0009-0000-4420-1486, Technion – Israel Institute of Technology), Rotem Waitzman (Jerusalem Institute for Israel Studies), Yehudit Judy Dori (0000-0001-7775-5872, Technion – Israel Institute of Technology, corresponding author) |
| Year | 2025 |
| Volume | 53 |
| Issue | 5 |
| Pages | 973-1003 |
| Publication date | 2025-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Instructional Science (JOURNAL) |
| Journal identifiers | ISSN: 0020-4277 • E-ISSN: 1573-1952 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11251-025-09719-6 |
| OpenAlex | W4412191977 |
| Language | EN |
| Citations received | 1 |
| References cited | 59 |
As education systems confront the growing need for autonomous learners, the requirement from teachers to exhibit self-regulated learning and teaching (SRL&T) abilities intensifies. However, research investigating teachers’ roles as mentors for their students’ self-regulated learning (SRL), particularly regarding teachers’ SRL&T within schools, remains limited. Our research examines the relationship between teachers’ progression in SRL&T and the consequent impact on their students’ SRL. We emphasized reflection as the crucial skill that serves to enhance both teachers’ professional development and students’ SRL. We investigated two science teachers and 101 of their 10th, 11th, and 12th-grade students using a mixed-methods approach. We extracted themes and categories related to teachers’ perceptions of SRL&T change while implementing SRL&T in their classes, as well as their students’ reflection levels. A specially developed rubric helped determine the teachers’ assessment knowledge and reflection levels as expressed in their online assignments. Findings indicate a parallel progression in teachers’ SRL&T proficiency and students’ reflective capacities. Teachers’ efficacy in implementing SRL&T depended on the development of their understanding of SRL and their autonomy in designing the SRL-enriched modules. The study contributes both theoretically, by elucidating teachers’ role in fostering SRL&T, and methodologically, by introducing a novel approach for analysing reflections of teachers and students
Educational psychology · Mathematics education · Pedagogy · Science education · Sociology · Teaching method · Education and Critical Thinking Development · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Psychology
What is Technological Pedagogical Content Knowledge (TPACK)?
Learning in Moocs
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies
Developing the theory of formative assessment
Fusing self-regulated learning and formative assessment
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning
Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews
Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge
Why Minimal Guidance During Instruction Does Not Work
Attaining Self-Regulation
The Role of Goal Orientation in Self-Regulated Learning
The reflective practitioner
Teachers and the Teaching of Self-Regulated Learning (SRL)
How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners
High school science teachers’ assessment literacy for inquiry-based science instruction
Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience
Examining future-oriented discourse within reflective narratives as professional identity development for student teachers
A case of two classes
Promoting teachers' in-class SRL practices
Investigating teacher development of self-regulated learning skills in secondary science students
The development of student-teachers' professional identity while team-teaching science classes using a project-based learning approach
Teacher assessment literacy
The long road from teacher professional development to student improvement
Designing and Conducting Mixed Methods Research
Improving Impact Studies of Teachers' Professional Development
Linking Ways of Knowing with Ways of Being Practical
Individualizing Instruction in Self-Regulated Learning
Formative assessment and self-regulated learning
Becoming a Self-Regulated Learner
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |