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Promoting self-regulation skills during distance education and face-to-face education: Experiences during the Covid-19 pandemic
Pedagogische Studien ; 99(3):240-257, 2022.
Article Dans Anglais | Web of Science | ID: covidwho-2310361
ABSTRACT
Self-regulation is essential for learning, especially during times of distance education during the Covid-19 pandemic. Teachers are important initiators of the development of self-regulatory skills. In the present study, teachers' theoretical and practical knowledge about self-regulation as well as the degree to which they support self -regulation in their teaching during face-to-face and distance education were mapped. 122 primary education teachers completed the online questionnaire that consisted of the Self -Regulated Learning Inventory for Teachers supplemented with open questions. The analyses showed teachers had incomplete knowledge about self-regulation but were did know both direct and indirect interventions to promote self-regulation. Furthermore, teachers paid significantly less time on skills important in the forethought phase and the self-reflective phase and more on performance phase skills during distance education compared to face-to-face education. Their answers to the open-ended questions provided additional insights. The results are discussed considering the theory and implications for practice.
Mots clés
Collection: Bases de données des oragnisations internationales Base de données: Web of Science Type d'étude: Recherche qualitative langue: Anglais Revue: Pedagogische Studien Année: 2022 Type de document: Article

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Collection: Bases de données des oragnisations internationales Base de données: Web of Science Type d'étude: Recherche qualitative langue: Anglais Revue: Pedagogische Studien Année: 2022 Type de document: Article