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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.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1016/j.sbspro.2015.04.590
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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.

Item Type: Conference or Workshop Item
Copyright Holders: 2015 The Authors
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/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 51350
Depositing User: Allison Littlejohn
Date Deposited: 11 Oct 2017 10:04
Last Modified: 07 Dec 2018 14:52
URI: http://oro.open.ac.uk/id/eprint/51350
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