Juxtaposing South African and Namibian Teachers' Perceptions and Teaching Practices to Develop Self-Regulated Learning: Do They Practise What They Preach?

Autor/inn/en	Geduld, B. W.; Sikwanga, H. S.
Titel	Juxtaposing South African and Namibian Teachers' Perceptions and Teaching Practices to Develop Self-Regulated Learning: Do They Practise What They Preach?
Quelle	In: Perspectives in Education, 38 (2020) 2, S.138-154 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geduld, B. W.) ORCID (Sikwanga, H. S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v38.i2.09
Schlagwörter	Teacher Attitudes; Secondary School Teachers; Self Management; Skill Development; Classroom Techniques; Student Motivation; Modeling (Psychology); Reflection; Comparative Education; Foreign Countries; Disadvantaged Environment; Rural Schools; Namibia; South Africa + Suchen Sie Ihr Suchwort? Lehrerverhalten; Selbstmanagement; Kompetenzentwicklung; Qualifikationsentwicklung; Klassenführung; Schulische Motivation; Modeling; Modelling; Modellierung; Vergleichende Erziehungswissenschaft; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Teachers are expected to be self-directed and to instill in their learners the ability to self-regulate their own learning processes. There are however personal and contextual factors that promote or inhibit teachers' abilities to develop self-regulated learning skills. This study was conducted in two South African secondary township schools and in two Namibian rural secondary schools. Twenty-eight, conveniently and purposively selected teachers participated. This qualitative case study, was intended to provide food for thought about the uniqueness and challenges of township school and rural teachers' perceptions and practices to develop self-regulated learning skills. Data were collected via observations and semi-structured interviews. The results indicate a need for interventions to train practising teachers to be activators and facilitators of SRL skills. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01