Which components of teacher competence determine whether teachers enhance self-regulated learning ? Predicting teachers ’ self-reported promotion of self-regulated learning by means of teacher beliefs , knowledge , and self-efficacy
Which components of teacher competence determine whether teachers enhance self-regulated learning ? Predicting teachers ’ self-reported promotion of self-regulated learning by means of teacher beliefs , knowledge , and self-efficacy
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教师能力的哪些组成部分决定教师是否增强自我调节学习？通过教师信念、知识和自我效能来预测教师自我报告的自我调节学习促进情况？
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发表时间：
2017
期刊：
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通讯作者：
C. D. Ewijk
中科院分区：
文献类型：
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作者：
C. D. Ewijk
本研究采用结构方程模型对教师信念的三个方面对教师促进自我调节学习的预测价值进行了建模。这包括教师对(1)指导SRL的信念，(2)对促进SRL的自我效能感的信念，以及(3)对学习的认识论信念。173名小学教师参与了本研究。通径分析显示，教师的教学自我效能感信念与教师的教学自我效能感信念对教师的教学自我效能感的提升具有显著的正向预测作用。研究结果为教师信念提供了新的见解，以及他们如何解释自我报告的教师在促进SRL方面的实践。这项研究具有特别的创新性，因为它是教师和SRL领域第一个研究教师信念和教师自我效能感作为教师在课堂上促进SRL的潜在决定因素的研究。这些研究结果可以构建教师促进语言学习的模型，并为如何帮助教师支持语言学习提供思路。这项研究是前沿的，因为似乎没有其他研究发表过关于教师信念，特别是自我效能感信念，促进SRL以及这些信念与教师促进SRL之间的关系。迄今为止，关于教师和SRL的研究大多集中在教师培训方面，但在这一领域还没有出现教师专业能力的模型。
In this study, the predictive value of three aspects of teacher beliefs regarding teachers’ promotion of self-regulated learning (SRL) is modelled by means of structural equation modelling. These include teacher beliefs on (1) instructing SRL, (2) regarding their own self-efficacy towards the promotion of SRL, and (3) their epistemological beliefs regarding learning. 173 primary school teachers participated in the study. Path analysis revealed that teachers’ beliefs on instructing SRL, along with their self-efficacy beliefs regarding the promotion of SRL, were predicting teachers’ promotion of SRL mostly positively. The results offer new insights into teacher beliefs and how they account for self-reported teacher practice regarding the promotion of SRL. This study is particularly innovative as it is the first study in the field of teachers and SRL to investigate teacher beliefs and teacher selfefficacy as potential determinants of teachers’ promotion of SRL in the classroom. These results can serve to construct a model of teachers’ promotion of SRL, as well as provide ideas on how to help teachers supporting SRL. This study is frontline as it appears that no other research has been published on teachers’ beliefs, in particular self-efficacy beliefs, towards promoting SRL and how these are related to teachers’ promotion of SRL. Most research on teachers and SRL has so far focused on training teachers, but no model of the professional competence of teachers in this area exists until now.