Teaching practices for self-directed and selfregulated learning: case studies in Dutch innovative secondary schools

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... Mehr ...

Verfasser: Voskamp, A.
Kuiper, E.
Volman, M.
Dokumenttyp: Artikel
Erscheinungsdatum: 2022
Reihe/Periodikum: Voskamp , A , Kuiper , E & Volman , M 2022 , ' Teaching practices for self-directed and selfregulated learning: case studies in Dutch innovative secondary schools ' , Educational Studies , vol. 48 , no. 6 , pp. 772-789 . https://doi.org/10.1080/03055698.2020.1814699
Sprache: Englisch
Permalink: https://search.fid-benelux.de/Record/base-29030973
Datenquelle: BASE; Originalkatalog
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Link(s) : https://dare.uva.nl/personal/pure/en/publications/teaching-practices-for-selfdirected-and-selfregulated-learning-case-studies-in-dutch-innovative-secondary-schools(abfd5370-e0d9-4acf-987a-8ccab4515e39).html

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.