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 ...