Teaching Practices for Self-Directed and Self-Regulated Learning: Case Studies in Dutch Innovative Secondary Schools

Autor/inn/en	Voskamp, Anne; Kuiper, Els; Volman, Monique
Titel	Teaching Practices for Self-Directed and Self-Regulated Learning: Case Studies in Dutch Innovative Secondary Schools
Quelle	In: Educational Studies, 48 (2022) 6, S.772-789 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Volman, Monique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2020.1814699
Schlagwörter	Teaching Methods; Independent Study; Learning Strategies; Self Management; Individual Differences; Secondary Schools; Tutors; Leaders; Secondary School Teachers; Grade 7; Grade 8; Foreign Countries; Educational Innovation; Netherlands + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Individueller Unterschied; Sekundarschule; Förderlehrer; Lehrender; Tutor; Fachleiter; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Instructional innovation; Bildungsinnovation; Niederlande
Abstract	Although self-directed learning is considered important in both educational practice and theory as a 21st century skill and as a means to motivate students, most teachers find it difficult to integrate self-directed learning into their practice. An instrumental case study was conducted to investigate how teachers at four innovative Dutch secondary schools define self-directed learning and how they try to enhance it in their students. Special attention was paid to how the teachers dealt with differences in students' ability in self-directed learning. It was found that the teachers' definitions of self-directed learning varied from students working independently (which seemed closer to the concept of self-regulation) to students making decisions about learning goals and content. Methods used to enhance self-directed learning varied from clear instruction and well-organised learning materials to having students carry out self-designed projects. Teachers' ways of dealing with differences depended on their schools' interpretation of self-directed learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01