Enhancing teachers' knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong

Research output: Contribution to journalArticle

Abstract

The present study examined how a group of Hong Kong in-service teachers improved their knowledge of how to promote self-regulated learning (SRL) in students when they participated in a teacher professional development program, which was designed according to the principles of Communities of Practice (CoP). A case study method design was employed and multiple sources of data were collected to investigate the teacher participants' improvement in the knowledge of SRL-based instruction. Findings showed that, over the period of six months, most teachers changed their knowledge of SRL-based instruction from providing students with full autonomy in self-studying a topic to strengthening teachers' role in creating a high-SRL classroom environment. Apart from the CoP experience, evidence of students' involvement in learning was also important to change the teachers' understanding of SRL-based instruction. Discussion and suggestions are provided at the end. Copyright © 2019 Elsevier Ltd. All rights reserved.
Original languageEnglish
Pages (from-to)106-114
JournalTeaching and Teacher Education
Volume80
Early online dateJan 2019
DOIs
Publication statusPublished - Apr 2019

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primary school
Hong Kong
teacher
learning
student
instruction
teacher's role
community
autonomy
classroom
evidence
experience
Group

Bibliographical note

Xu, H., & Ko, P. Y. (2019). Enhancing teachers' knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong. Teaching and Teacher Education, 80, 106-114. doi: 10.1016/j.tate.2019.01.002

Keywords

  • Self-regulated learning
  • Teacher knowledge
  • In-service teacher
  • SRL-Based instruction
  • Communities of practice