Teacher practice in secondary vocational education: Between teacher-regulated activities of student learning and student self-regulation

The interplay between teacher regulation and student self-regulation of learning is an important topic in contemporary theories of teaching and learning. This study used mixed methods, including a student perception inventory and observations, to investigate whether teachers differ in their regulati...

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Bibliographic Details
Published in:Teaching and teacher education 2014-05, Vol.40, p.1-9
Main Authors: van Beek, J.A., de Jong, F.P.C.M., Minnaert, A.E.M.G., Wubbels, Th
Format: Article
Language:English
Subjects:
Classroom observation
Learning
Observational study
Regulation
Secondary (vocational) education
Selfregulation
Student perceptions
Teacher practices
Teaching
Vocational education
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Summary:The interplay between teacher regulation and student self-regulation of learning is an important topic in contemporary theories of teaching and learning. This study used mixed methods, including a student perception inventory and observations, to investigate whether teachers differ in their regulation mode during lessons. The results of the student perception study showed that teachers combined external, shared and internal regulating activities. Three groups of teachers differed in the extent to which they combined regulating activities. The classroom observations confirmed the presence of these three groups. The results are discussed with respect to their implications for educational practice and theory. •Teachers in secondary vocational education execute a combination of regulation modes.•Teachers differ in the degree to which they execute this combination.•Student perceptions and observer ratings are congruent.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2014.01.005