A case study of a Grade 7 teacher’s perspectives and practices related to self-regulated learning (SRL)

ABSTRACT

This paper presents an in-depth case study of how a Grade 7 teacher, supported students’ self-regulated learning (SRL) by highlighting her perspectives and classroom practices. Under the influence of social cognitive theory, we drew on the self-regulated strategy development (SRSD) model by Harris and Graham to frame the teacher’s approach. Data reveal that the teacher emphasized the process of learning, giving a clear vision of goals, in order to support students’ SRL. We document the components involved in the teacher’s approach which include: developing the context for learning and tuning in, brainstorming, focused and explicit teaching, extending learning, evaluating, and developing advanced cognitive networks for linking understanding and new ideas. We describe these components in detail to be of use to educators and practitioners. We conclude that a teacher may employ different practices to support students’ SRL within a real-life classroom.

KEYWORDS:

• School-based teaching practices
• self-regulated learning
• teachers’ professional learning
• case study research

Acknowledgments

This article is based on the PhD research conducted by the first author at the University of Queensland, Brisbane, Australia.

The authors would like to thank the anonymous reviewers for their constructive feedback on the initial drafts of this paper.

Ethics statement

Before conducting the study, the appropriate ethical clearance and formal permissions from relevant gatekeepers including, The University of Queensland School of Education, the Qld Department of Education and Training, Education Queensland; the school Principal, the teacher, parents and students were obtained.

Additional information

Notes on contributors

Effat Alvi

Effat Alvi, PhD is an Assistant Professor of Education at the University of the Punjab, Pakistan. Her research interests include self-regulated learning, classroom instructional practices, teacher education and mathematical problem-solving.

Robyn M. Gillies

Robyn M. Gillies, PhD is a Professor of Education at the University of Queensland. She has worked extensively in schools to help teachers embed student-centered teaching practices into their curricula.