Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition

被引：23

作者：

Karlen, Yves ^{[1
,2
]}

Hirt, Carmen Nadja ^{[1
]}

Jud, Johannes ^{[1
]}

Rosenthal, Amina ^{[1
]}

Eberli, Tabea Daria ^{[1
]}

机构：

[1] Univ Appl Sci Northwestern Switzerland FHNW, Sch Educ, Munchenstein, Switzerland

[2] Univ Appl Sci & Arts Northwestern Switzerland, Sch Educ, Bahnhofstr 6, 0041 56 202 83 95, CH-5210 Windisch, Switzerland

来源：

TEACHING AND TEACHER EDUCATION | 2023年 / 125卷

基金：

瑞士国家科学基金会;

关键词：

Teachers' professional competences; Self-regulated learning; Metacognition; Self-efficacy; Teacher beliefs; Teacher knowledge; HIGHER-EDUCATION; KNOWLEDGE; MOTIVATION; CLASSROOM; IMPACT; SCHOOL; VALUES;

D O I：

10.1016/j.tate.2023.104055

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of self-regulated learning (SRL) explain their self-reported and students' perceived promotion of metacognition. One hundred and eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between teachers' knowledge, self-efficacy, intrinsic in-terest value and the promotion of metacognition. Teachers' own SRL skills and mindsets about SRL were indirectly related to the promotion of metacognition via their self-efficacy and intrinsic interest value. This study provides new evidence of the importance of teachers' dual competence profile for promoting metacognition.(c) 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

引用

页数：14

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