Social interactions that support students' self-regulated learning: A case study of one teacher's experiences

被引：26

作者：

Alvi, Effat ^{[1
,2
]}

Gillies, Robyn M. ^{[1
]}

机构：

[1] Univ Queensland, Sch Educ, Brisbane, Qld, Australia

[2] Univ Punjab, Inst Educ & Res, Dept Res & Evaluat, Lahore, Pakistan

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2015年 / 72卷

关键词：

Self-regulated learning; Teacher education; Social interactions; PEER COLLABORATION; MOTIVATION; SCHOOL; EDUCATION; BENEFITS; CONTEXT; KEY;

D O I：

10.1016/j.ijer.2015.04.008

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Developing self-regulated learning (SRL) among students is critically important to enable success in and beyond school. This case study highlights the practices of an experienced Grade 7 teacher, Janet (pseudonym), who supported students' SRL through social interactions. This exemplary case was drawn through a screening procedure with data collected via an in-depth interview, informal conversations, and classroom observations. The study presents the teacher's perspective and ways of working to support students' SRL. The data reveals that constructive social interactions and SRL are closely linked. The implications are discussed in light of SRL supportive teaching practices. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：14 / 25

页数：12

共 89 条

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