Fostering Self-Regulated Learning Classrooms Through Intentional Links Between Conceptual Frameworks, Empirical-Based Models and Evidence-Based Practices.

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Background

It has been argued that a teachers' inability to self-regulate their own learning prevents them from developing these capacities in their students. This reality poses many unanswered questions for educators and teacher education programs. Which of the existing conceptual Self-Regulated Learning (SRL) frameworks are relevant to 21st-century students, who are future global citizens? How do pre-service and in-service teachers acquire the expertise needed to positively develop their students' SRL? How can teacher educator programs and professional development foster pre-service and in-service teacher SRL? In particular, how can the field create a better link between conceptual frameworks and practical practices of SRL in diverse educational settings?

The purpose of this Research Topic is to bridge theory and practice by providing a comprehensive perspective on:

1. Optimal SRL conceptualizations that positively shape educational practices.
2. Alternative measures to assess SRL progress, for use by teachers and students.
3. Effective strategies to promote teachers' SRL throughout their career span.
4. Possible avenues for translating teachers' SRL knowledge into meaningful strategies for enhancing students' SRL in diverse educational contexts.

The current collection of peer-reviewed articles will intentionally emphasize the links between conceptual SRL frameworks and empirically based models for developing SRL in teachers and students, thereby aiming to make SRL knowledge, training, and supportive strategies accessible to multiple audiences seeking to prepare lifelong future learners to successfully maneuver in our global society. This Research Topic thus aims to offer theoretical, empirical, and practical implications for scholars and researchers; teacher educators in university schools; preschool, elementary, and secondary teachers; and local, national, and international policymakers.

This Research Topic on SRL will be unique in that it will connect updated theories and practices by continuously linking SRL frameworks, characteristics, measures, and developmental strategies for both pre-service and in-service teachers in diverse educational contexts. Underpinning this aim, as a guiding theme, the proposed editorial project will furnish clear examples of empirically supported strategies for promoting SRL in diverse educational settings. All the contributors of the proposed volume will be selected from a wide range of educational institutions and research centers around the globe based on their theory-practice bridging empirical research and substantive expertise in the field of SRL.

Keywords: Self-regulated learning, practice, professional development, in-service teachers, pre-service teachers

Important note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.

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