Teacher practice in secondary vocational education: Between teacher-regulated activities of student learning and student self-regulation
ARTICLE
J.A. van Beek, F.P.C.M. de Jong, Stoas Wageningen Vilentum University of Applied Sciences and Teacher Education ; A.E.M.G. Minnaert, University of Groningen ; Th. Wubbels, Utrecht University
TATE Volume 40, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
The interplay between teacher regulation and student self-regulation of learning is an important topic in contemporary theories of teaching and learning. This study used mixed methods, including a student perception inventory and observations, to investigate whether teachers differ in their regulation mode during lessons. The results of the student perception study showed that teachers combined external, shared and internal regulating activities. Three groups of teachers differed in the extent to which they combined regulating activities. The classroom observations confirmed the presence of these three groups. The results are discussed with respect to their implications for educational practice and theory.
Citation
van Beek, J.A., de Jong, F.P.C.M., Minnaert, A.E.M.G. & Wubbels, T. (2014). Teacher practice in secondary vocational education: Between teacher-regulated activities of student learning and student self-regulation. Teaching and Teacher Education: An International Journal of Research and Studies, 40(1), 1-9. Elsevier Ltd. Retrieved August 17, 2024 from https://www.learntechlib.org/p/202309/.
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Teaching and Teacher Education: An International Journal of Research and Studies
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Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.
