This chapter discusses the ensuing challenges for professional training in order for teachers to effectively support students’ development and utilization of crucial self-regulated learning (SRL) processes. It presents an explicit practical model for professional training programs to help preservice and inservice teachers attain the necessary knowledge and skills for successfully implementing their own dual SRL/self-regulated teaching (SRT) roles, which may empower students’ SRL and their academic achievements. The model offers workable guidelines for enhancing professional training by fostering the acquisition, activation, and application of teachers’ SRL/SRT as agents to promote students’ SRL. This clear operational program may be widely applied in diverse professional settings, from the university classroom to mentoring sessions in the field. Within the dual-role practical training model, the teacher-training program instructors expose preservice/inservice teacher trainees as learners to the theoretical framework, starting with two general types of teaching instruction: explicit strategies and engagement activation strategies.
|Title of host publication||Handbook of Self-Regulation of Learning and Performance, Second Edition|
|Publisher||Taylor and Francis|
|Number of pages||17|
|State||Published - 1 Jan 2017|
Bibliographical notePublisher Copyright:
© 2018 Taylor and Francis.