WieSeL – Knowledge, application, promotion: self-regulation competence of teachers
The WieSeL project deals with the self-regulatory competence of teachers. The focus is on identifying which aspects of teacher competence support teachers’ promotion of self-regulation of learning among their students.
The WieSeL project studies aspects of teacher competence that support teachers’ promotion of self-regulation of learning among their students. Based on empirical findings, we assume that first, teachers need knowledge about what self-regulated learning and teaching is before they can self-regulate their own teaching and promote self-regulation of learning among their students. The project aims to examine the role of teachers’ knowledge about self-regulation for their promotion of self-regulation in the classroom.
Several studies are planned within the project. First, we will investigate how to assess teachers’ knowledge about self-regulation in a valid and reliable way. Subsequently, we plan intervention studies to identify conditions for successful short-term interventions to foster teachers’ self-regulation competence.
The project aims at identifying which aspects of professional teacher competence benefit teachers’ promotion of self-regulation of learning among their students. To this end, we investigate teachers’ beliefs, their self-efficacy to be able to foster self-regulation effectively, teachers’ own self-regulation, as well as their knowledge about self-regulation. In the first phase of the project, we focus on developing a knowledge test to assess declarative, procedural, and conditional knowledge about self-regulation. Furthermore, we will test the effectiveness of short teacher interventions empirically.
- Dignath, C. & Veenman, M.J.V. (2020, in press). The role of direct strategy instruction in promoting self-regulated learning - evidence from classroom observation studies. Educational Psychology Review
- Dignath, C. & Büttner, G. (2018). Investigating teachers’ direct and indirect promotion of self-regulated learning in primary and secondary mathematics classrooms – insights from video-based classroom observations and teacher interviews. Metacognition and Learning 13(2), 127-157.
- Dignath, C. (2017). What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy. Frontline Learning Research, 4(5), 83-105.
04/2020 – 03/2023
|Department:||Teacher and Teaching Quality|