Self-Regulated Learning and Teaching Practices: Intersections to Consider for Teacher Professional Development

Self-Regulated Learning and Teaching Practices: Intersections to Consider for Teacher Professional Development

• Nathalie Marceau, Université de Sherbrooke, Canada

doi : https://dx.doi.org/10.18162/fp.2021.560

Résumé

This research describes the self-regulated learning of in-service teachers during the development of a professional competence. A descriptive multiple-case study was conducted through interviews, observation sessions, and artifacts. A qualitative analysis of the data by grounded theory was performed with NVivo. This research has identified four intersections between phases of teaching practice and of self-regulated learning: postactive and forethought; preactive and performance; interactive and performance; postactive and self-reflection. A diagram is proposed to illustrate these intersections.

Abstract

This research describes the self-regulated learning of in-service teachers during the development of a professional competence. A descriptive multiple-case study was conducted through interviews, observation sessions, and artifacts. A qualitative analysis of the data by grounded theory was performed with NVivo. This research has identified four intersections between phases of teaching practice and of self-regulated learning: postactive and forethought; preactive and performance; interactive and performance; postactive and self-reflection. A diagram is proposed to illustrate these intersections.