Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition

Abstract

This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of self-regulated learning (SRL) explain their self-reported and students' perceived promotion of metacognition. One hundred and eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between teachers' knowledge, self-efficacy, intrinsic interest value and the promotion of metacognition. Teachers’ own SRL skills and mindsets about SRL were indirectly related to the promotion of metacognition via their self-efficacy and intrinsic interest value. This study provides new evidence of the importance of teachers' dual competence profile for promoting metacognition.

Cite this

Yves Karlen, Carmen Nadja Hirt, Johannes Jud, Amina Rosenthal, Tabea Daria Eberli (2023). Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2023.104055

@article{yves2023teachers,
  title  = {Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition},
  author = {Karlen, Yves and Hirt, Carmen Nadja and Jud, Johannes and Rosenthal, Amina and Eberli, Tabea Daria},
  year   = {2023},
  journal = {Teaching and Teacher Education},
  doi    = {10.1016/j.tate.2023.104055}
}

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