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ORIGINAL RESEARCH article

Front. Educ.
Sec. Teacher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1464350
This article is part of the Research Topic Fostering self-regulated learning View all 16 articles

Teachers' Perceptions of their Self-regulated Learning Practices in Elementary School Classrooms

Provisionally accepted
Linda Bol Linda Bol *Stephannie Greenquist Marlett Stephannie Greenquist Marlett Courtney Hill Courtney Hill
  • Old Dominion University, Norfolk, Virginia, United States

The final, formatted version of the article will be published soon.

    Self-regulated learning (SRL) is associated with adaptable, critical, lifelong thinking skills.Teachers are essential to promoting SRL in learners, yet infrequently teach these learning strategies in classrooms. We addressed three research questions: (1) How do K-5 teachers implement SRL in their teaching?, (2) How is the use of SRL strategies linked to their selfefficacy or confidence in teaching?, and (3) How do teachers differ in their use of SRL depending on school type (public vs. private)? Semi-structured interviews were conducted with 12 primary in-service teachers, sampled equally from one public and one private school, to explore their SRL practices. They frequently utilized SRL in implicit ways. Further themes included setting goals based on student needs, monitoring student progress, and thereby adapting instruction. Teachers were largely confident about incorporating SRL into their instruction. Public school participants relied on time management and tracked student progress in more summative ways than their private school counterparts.

    Keywords: self-regulated learning, metacognition, Teaching strategies, Instructional planning, Monitoring, Self-Reflection, Primary Grade Levels, qualitative interviews

    Received: 13 Jul 2024; Accepted: 16 Dec 2024.

    Copyright: © 2024 Bol, Marlett and Hill. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Linda Bol, Old Dominion University, Norfolk, 23529, Virginia, United States

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.