University Teachers Engaged in Critical Self-Regulation: How May They Influence Their Students?
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.
KeywordsGoal Orientation Critical Reflection Teacher Learning Metacognitive Knowledge Cognitive Apprenticeship
This chapter draws on a presentation given at the EARLI Metacognition SIG Conference in Ioannina, Greece (Bartimote-Aufflick & Brew, 2008).
Thanks to the reviewer for the feedback, and to Anastasia Efklides for helpful comments on the draft.
Kathryn Bartimote-Aufflick is Lecturer at the Institute for Teaching and Learning, the University of Sydney, Australia. Angela Brew is Professorial Fellow at the Learning and Teaching Centre, Macquarie University, Sydney, Australia. Mary Ainley is Associate Professor at the Department of Psychology, the University of Melbourne, Australia.
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