Enabling educators to become more effective supporters of SRL: Commentary on a special issue.
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| Title: | Enabling educators to become more effective supporters of SRL: Commentary on a special issue. |
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| Authors: | Butler, Deborah L1 (AUTHOR) deborah.butler@ubc.ca |
| Source: | Metacognition & Learning. Dec2021, Vol. 16 Issue 3, p667-684. 18p. |
| Subject Terms: | *Educators, *Teacher development, *Educational psychology, *Teachers, *Student adjustment, *Test-taking skills, *Educational leadership, Self-monitoring (Psychology) |
| Abstract: | For example, Vosniadou et al."s ([50]) study showed how preservice teachers" belief systems can include both beliefs consistent and inconsistent with SRL, and suggested the value of having educators focus on themselves as metacognitive and strategic learners. 1, inquiry requires educators to build from what they know and believe to notice or scan for what is happening for learners in classrooms, reason about observations and focus their efforts, and then engage thoughtfully and reflectively in planning, enacting, monitoring, and adjusting instructional practices purposefully and flexibly in order to foster learners' SRL (Kaser & Halbert, [33]; Michalsky, [36]). On her part, Michalsky ([36]) documented how scaffolding preservice educators' learning from video clips, to support attention to both teacher and student behaviour, can lead to gains in both their own self-reported practice and students' self-reported meta-strategic knowledge (MSK). [Extracted from the article] |
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| Database: | Education Research Complete |
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