TY - JOUR
T1 - The seductive waltz with the self in self-regulated learning
T2 - Toward communal regulation of learning
AU - Schechter, Chen
N1 - Publisher Copyright:
© 2017, by Teachers College, Columbia University.
PY - 2017
Y1 - 2017
N2 - This article proposes a complementary framework for scholarship on metacognition as well as on self-regulated learning. It is argued that educators' and researchers' seductive waltz with the "self" in self-regulated learning (e.g., self-monitoring, self-control) need not be abandoned when conceptualizing and empirically investigating teaching and learning. Rather, self-regulation should be complemented by a more holistic, integrated, and collaborative framework- that of communal-regulated learning-to develop effective learners in today's fast-changing educational scene. This article presents the epistemological premises postulated as upholding the communal nature of learning regulation, while raising conceptual as well as practical questions for its adoption.
AB - This article proposes a complementary framework for scholarship on metacognition as well as on self-regulated learning. It is argued that educators' and researchers' seductive waltz with the "self" in self-regulated learning (e.g., self-monitoring, self-control) need not be abandoned when conceptualizing and empirically investigating teaching and learning. Rather, self-regulation should be complemented by a more holistic, integrated, and collaborative framework- that of communal-regulated learning-to develop effective learners in today's fast-changing educational scene. This article presents the epistemological premises postulated as upholding the communal nature of learning regulation, while raising conceptual as well as practical questions for its adoption.
UR - http://www.scopus.com/inward/record.url?scp=85044346965&partnerID=8YFLogxK
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SN - 0161-4681
VL - 119
JO - Teachers College Record
JF - Teachers College Record
IS - 13
M1 - 130304
ER -