The Interplay Between Self-Regulated Professional Learning And Teachers’ Work-Practice

Persico, Donatella; Milligan, Colin and Littlejohn, Allison (2015). The Interplay Between Self-Regulated Professional Learning And Teachers’ Work-Practice. In: Procedia - Social and Behavioral Sciences (Special Issue: The Proceedings of 6th World Conference on educational Sciences)(191) pp. 2481–2486.

DOI: https://doi.org/10.1016/j.sbspro.2015.04.590

Abstract

This paper explores the relationship between practice and learning in the workplace, by focusing on the case of teachers. It is widely acknowledged that (teacher’s) professional learning is heavily informed by practice, and that an individual’s capacity to self-regulate their learning can improve the quality of learning. However less is known about the precise interplay between practice and self-regulated-learning. This paper integrates existing literature in three areas: professional learning, self-regulated learning and teacher professional development, drawing on recent work describing learning behaviors in informal workplace settings and on Teacher Professional Development. The paper develops a hypothesis on how teachers’ work practice stimulates their learning processes and, at the same time, is informed by their capacity to self-regulate their learning.

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About

  • Item ORO ID
  • 51350
  • Item Type
  • Conference or Workshop Item
  • ISSN
  • 1877-0428
  • Extra Information
  • Presented at the World Conference on Educational Sciences 2014, 6-9 Feb 2014 Malta.
  • Keywords
  • teacher professional development; professional learning, self-regulated learning; communities of practice
  • Academic Unit or School
  • Institute of Educational Technology (IET)
  • Copyright Holders
  • © 2015 The Authors
  • Depositing User
  • Allison Littlejohn

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