Becoming a Better Teacher Means Becoming a Better Learner: Metacognitive Abilities Predict Effective Learning Strategy Use by College Instructors

College Teaching, Год журнала: 2025, Номер unknown, С. 1 - 9

Опубликована: Фев. 11, 2025

Язык: Английский

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Teachers’ motivation: Exploring the success expectancies, values and costs of the promotion of self-regulated learning

Teaching and Teacher Education, Год журнала: 2023, Номер 127, С. 104093 - 104093

Опубликована: Март 17, 2023

Motivation is a key component of teachers' professional competences in promoting students' self-regulated learning (SRL). This study combines expectancy-value theory and SRL to explore the associations interactions expectancies, values costs metacognition. Two hundred eighty teachers participated this cross-sectional study. Latent structural regression interaction analyses indicate that expectancies are positively related promotion Mixed results were found for effects. highlights importance considering metacognition research.

Язык: Английский

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Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning

Unterrichtswissenschaft, Год журнала: 2024, Номер 52(1), С. 1 - 13

Опубликована: Фев. 19, 2024

Abstract Today’s success metrics extend beyond traditional literacy and numeracy to encompass strategic learning with a growth mindset, equipping individuals the attitude skills navigate surmount new challenges. In digital era, where information is readily available knowledge constantly evolves, value placed on learners not merely based their current but courage capability continually engage cognitive, metacognitive, motivational, social, emotional resources for lifelong learning. this dynamic landscape, self-regulated (SRL) are crucial, empowering students of all ages take control journey. SRL, goal-directed process monitoring regulating one’s activities, has been shown significantly influence academic outcomes. Although teachers acknowledge SRL’s relevance, it remains underrepresented in everyday teaching practices, impacting just student also training experiences preservice classroom. This gap perpetuates misconceptions about SRL hinders its integration into educational settings. Therefore, special issue first introduces INSPIRE model teachers’ multiple roles as instructors, navigators, strategists, promoters, innovators, role models, encouragers supporting become describes professional competences fulfil these roles. Second, dedicates four articles exploring promotion school. The address particular aspects highlight importance equipped necessary guide becoming learners. Linking research areas classroom offers comprehensive approach school opens up perspectives transfer practice.

Язык: Английский

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The Key Elements About How to Improve English Language Educators’ Teaching Competence through Continuous Professional Development (CPD)

Journal of Ecohumanism, Год журнала: 2025, Номер 4(1)

Опубликована: Янв. 15, 2025

This study aims to assess the impact of Continuing Professional Development (CPD) training on teaching competence English language educators at application-oriented universities in Henan, China. By employing a systematic literature review and bibliometric analysis, gathers evaluates relevant data understand current state CPD instruction within this specific geographical educational context. The research analyzes previous trends their effects, identifying key areas for future refinement targeted development. provides significant insights practical implications enhancing through Henan broader landscape findings indicate that recent publications from 2022 2024 have limited citation impact, suggesting lack studies specifically addressing CPD’s role training. Addressing gap will help development customized programs universities, aligning with China’s strategic goals improve proficiency promote international business technological capabilities. also highlights often draws psychology medical training, implying multidisciplinary approach can enhance effectiveness instruction. relatively declining Chinese compared European underscores need institutions strengthen global collaborations publish important accessible journals increase visibility influence advancements.

Язык: Английский

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Self-regulation in L2 listening: The role of teacher and learner self-efficacy and the mediating influence of metacognition

System, Год журнала: 2025, Номер 129, С. 103598 - 103598

Опубликована: Янв. 19, 2025

Язык: Английский

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An empirical study on immersive technology in synchronous hybrid learning in design education

International Journal of Technology and Design Education, Год журнала: 2023, Номер 34(3), С. 1243 - 1273

Опубликована: Окт. 24, 2023

Abstract Immersive technology plays an increasingly important role in design education, supporting digital literacy and experiential learning higher particularly the post-COVID-19 context. Many disciplines, such as Architecture Landscape Design, which used to rely heavily on physical field trips, dialogic studios signature pedagogies, had adapt proliferation of innovative educational technologies due suspension face-to-face teaching learning. Augmented reality virtual are now extensively education support a more interactive, collaborative, student-centred approach This paper expands pilot research study transition from traditional pedagogies studio-based technology-enhanced collaborative Based Kolb’s framework concerning four modes, namely, concrete experience (CE), reflective observation (RO), abstract conceptualisation (AC), active experimentation (AE), this analyses data 75 undergraduate students across cohorts three different institutions Hong Kong. They were surveyed their experiences synchronous hybrid with curricula. Furthermore, six interviewed about experiences. The findings confirm two hypotheses showing that immersive could constructively align RO AE, thus bringing overall positive impact process, but shows no conclusive influence promoting CE, especially AC. quantitative qualitative results gave new insights into discussion theoretical practical implications study.

Язык: Английский

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Are profiles of self-regulated learning and intelligence mindsets related to students’ self-regulated learning and achievement?

Learning and Instruction, Год журнала: 2023, Номер 90, С. 101850 - 101850

Опубликована: Дек. 26, 2023

Research emphasizes the relevance of mindsets for SRL and academic achievement. This paper reports three studies that aim to detect profiles about intelligence, examine their relationship with students' SRL, study-related beliefs, achievement, replicate findings across samples. Participants were Ntotal = 633 university students, NStudy1 254, NStudy2 187, NStudy3 192. LPAs run identify mindset profiles, Mplus' auxiliary (BCH) function was applied mean differences profiles. All identified "Entity-Theory", "Balanced-Theory", "SRL-Theory". The analyses revealed an SRL-Theory advantage regarding These are first explore based on intelligence. mindset-based meaning systems provide diagnostic information teaching tailored interventions stimulate advancement theories.

Язык: Английский

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Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study

System, Год журнала: 2023, Номер 117, С. 103120 - 103120

Опубликована: Авг. 17, 2023

Язык: Английский

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Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?

Metacognition and Learning, Год журнала: 2024, Номер 19(3), С. 939 - 965

Опубликована: Июль 20, 2024

Abstract Teachers’ motivation is a core professional competence that influences their choices in decision-making, such as promoting self-regulated learning (SRL). Promoting SRL supports students’ development and might affect to apply strategies. However, the link between teachers’ promote strategies has yet be empirically investigated. In multilevel analysis included 167 lower secondary teachers 2,785 students, we analysed direct indirect relationships self-efficacy attainment value, teacher- student-reported promotion self-efficacy, utility value cost at class individual level. Additionally, investigated contribution of find relations. was related teacher-reported promotion, associated with all motivational outcomes student level except for cost. Further, found effects values via teachers- students-perceived promotion. No teacher could found, no significant were aspect. Regarding how signal transmitted, results show including reports especially crucial finding links. future studies should employ longitudinal designs incorporate more nuanced measures better understand links students.

Язык: Английский

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Autorregulación del Aprendizaje: Desafío para el Aprendizaje Universitario Autónomo

Revista latinoamericana de educación inclusiva, Год журнала: 2023, Номер 17(1), С. 21 - 39

Опубликована: Янв. 1, 2023

El trabajo docente universitario, cuya meta es contribuir a la sociedad con profesionales de alta calidad, requiere un proceso formador en que el aprender efectividad y autonomía eje central todo educativo. Lo parece una natural alcanzar, no siempre se produce espontáneamente manera exitosa. Por ello, acompañamiento oportunidad para mediar comunidad estudiantil intencionado docencia inclusiva significativa aspira promover desde aula universitaria. En este artículo presentamos significado mediadora autorregulación del aprendizaje, su relevancia, implicaciones desafíos aprendizaje autónomo e inclusivo práctica educativa universitaria importancia implicación efectiva los docentes enseñanza estrategias sus estudiantes, las cuales trascenderán aulas universitarias proyectándose hacia propia vida.

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