University teachers engaged in critical self-regulation: How may they influence their students?

Kathryn Bartimote-Aufflick*, Angela Brew, Mary Ainley

*Corresponding author for this work

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    4 Citations (Scopus)

    Abstract

    We outline a new model for teacher learning, critical self-regulation (CSR). CSR is an aspirational model for the reflective processes that can underpin continuing professional development of university teachers. We propose a four-phase model of CSR that draws on the student learning literatures of metacognition and self-regulated learning (SRL), and critical reflection from adult education. To Zimmerman's three-phase model of SRL, we add a prior stage that includes teachers' reflection on the basic premises of their instruction and consideration of higher-order instructional goals. At the appraisal end of the process, the evaluation phase of SRL is extended to incorporate critical (or premise) reflection. We argue that critical reflection provides a qualitatively different and a deeper reflection than the reflection referred to in existing metacognition and SRL models. Following the presentation of the model of CSR, situations and tools for developing CSR are considered. We focus on learning that arises because of the perceived need by the teacher to address some learning or teaching dilemma.

    Original languageEnglish
    Title of host publicationTrends and Prospects in Metacognition Research
    EditorsPlousia Misailidi
    Place of PublicationNew York
    PublisherSpringer, Springer Nature
    Pages427-444
    Number of pages18
    ISBN (Print)9781441965455
    DOIs
    Publication statusPublished - 2010

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