Skip to main content

Advertisement

SpringerLink
Log in

Self-regulation in Higher Education Teacher Learning

  • Published:
Higher Education Aims and scope Submit manuscript

Abstract

Various studies have focused on self-regulated student learning. However, little attention has been given to the self-regulation processes in teacher learning. In this study, we focus on the work-related learning processes reported by experienced higher education teachers. The aim of this study was to discover whether teachers actively self-regulate their learning experiences (as their students are expected to do) and to examine how this regulation takes place in the workplace. We tested some generally held assumptions and conceptions regarding teacher learning. Fifteen experienced college teachers, from three different colleges in The Netherlands, participated. Two semi-structured interviews and a (digital) diary study were used as the primary data collection methods. We collected 86 examples of teacher learning episodes. These were analysed using a phenomenographic method. The results show that our teachers’ learning experiences are not as self-regulated, planned, reflective, or spiral as some assume. Sometimes, the teachers’ learning was planned (self-regulated), but mostly it occurred in a non-linear (both external and self-regulated) or spontaneous (externally regulated) way. We conclude that our teachers do not always self-regulate their learning, but they mostly do self-regulate their teaching practice (with learning as a result).

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • S.M. Bolhuis P.R.J. Simons (1999) Leren en werken Samsom Alphen aan de Rijn

    Google Scholar 

  • D.L. Butler (2003) Self-regulation and collaborative learning in teachers’ professional development Padua Italy

    Google Scholar 

  • J. Calderhead (1996) ‘Teachers: Beliefs and knowledge’ D.C. Berliner R.C. Calfee (Eds) Handbook of Educational Psychology MacMillan New York 709–725

    Google Scholar 

  • P.C. Candy (1991) Self-direction for Lifelong Learning A Comprehensive Guide to Theory and Practice. Jossey-Bass San Francisco

    Google Scholar 

  • M. Cochran-Smith S.L. Lytle (1999) ‘Relationships of knowledge and practice: Teacher learning in communities’. Review of Research in Education 24 249–305

    Google Scholar 

  • S.J. Confessore W.J. Kops (1998) ArticleTitle‘Self-directed learning and the learning organization: Examining the connection between the individual and the learning environment’ Human Resource Development Quarterly 9 IssueID4 365–375

    Google Scholar 

  • C. Danes N. Tremplay (1985) ‘Critical analysis of adult learning principles from a self-directed learner’s perspective’ Tempe U.S.A

    Google Scholar 

  • I. Darling- Hammond (1997) ArticleTitle‘School reform at the crossroads: Confronting the central issues of teaching’ Educational Policy 11 IssueID2 151–166

    Google Scholar 

  • M. Eraut J. Alderton G. Cole P. Senker (1998) Development of Knowledge and Skills in Employment University of Sussex Brighton

    Google Scholar 

  • D. Francis (1995) ArticleTitle‘The reflective journal: A window to pre-service teachers’ practical knowledge’ Teaching and Teacher Education 11 229–241 Occurrence Handle10.1016/0742-051X(94)00031-Z

    Article  Google Scholar 

  • T. Garcia (1999) ArticleTitle‘Maintaining the motivation to learn: An introduction to this special issue of learning and individual differences’ Learning and Individual Differences 11 IssueID3 231–232 Occurrence Handle10.1016/S1041-6080(99)80001-6

    Article  Google Scholar 

  • K. Guilfoyle M.L. Hamilton S. Pinnegar (1997) ‘Obligations to unseen children’ J. Loughran T. Russell (Eds) Teaching About Teaching Falmer Press London

    Google Scholar 

  • M.L. Hamilton (1998) Reconceptualizing Teaching Practice; Self-study in Teacher Education Falmer Press London

    Google Scholar 

  • M.Z. Hashweh (2003) ArticleTitle‘Teacher accommodative change’ Teaching and Teacher Education 19 421–434 Occurrence Handle10.1016/S0742-051X(03)00026-X

    Article  Google Scholar 

  • P.T. Knight (2002) ArticleTitle‘Learning form schools’ Higher Education 44 283–298 Occurrence Handle10.1023/A:1016330531437

    Article  Google Scholar 

  • D.A. Kolb (1984) Experiential Learning: Experience as a Source of Learning and Development Prentice-Hall Englewood Cliffs, NY

    Google Scholar 

  • F.A.J. Korthagen J.P.A.M. Kessels (1999) ArticleTitle‘Linking theory and practice: Changing the pedagogy of teacher education’ Educational Researcher 28 IssueID4 4–17

    Google Scholar 

  • Kwakman, K. (1999). Leren van docenten tijdens de beroepsloopbaan. Studies naar professionaliteit op de werkplek in het voortgezet onderwijs. [Teacher learning during the professional career. Studies to the professionalism at the workplace in secondary education]. Doctoral dissertation. Nijmegen University.

  • C. Linder D. Marshall (2003) ArticleTitle‘Reflection and phenomenography: towards theoretical and educational development possibilities’ Learning and Instruction 13 271–284 Occurrence Handle10.1016/S0959-4752(02)00002-6

    Article  Google Scholar 

  • H.B. Long (1994) ‘Resources related to overcoming resistance to self-direction in learning’ R. Hiemstra R. Brockett (Eds) Overcoming Resistance to Self-directed Learning in Adult Learning. New Directions for Adult and Continuing Education, No. 64 Jossey-Bass San Francisco 1–2

    Google Scholar 

  • F. Marton (1986) ArticleTitle‘Phenomenography – A research approach to understanding different understandings of reality’ Journal of Thought 21 28–49

    Google Scholar 

  • F. Marton (1990) ‘The pheomenography of learning – a qualitative approach to educational research and some of its implications for didactics’ H. Mandl E. Corte ParticleDe S.N. Bennett H.F. Friedrich (Eds) Learning and Instruction –European Research in an International Context, Volume 2.1 Pergamon Press Oxford 601–616

    Google Scholar 

  • I.E. Oosterheert J.D. Vermunt (2001) ArticleTitle‘Individual differences in learning to teach: Relating cognition, regulation and affect’ Learning and Instruction 11 IssueID2 133–156 Occurrence Handle10.1016/S0959-4752(00)00019-0

    Article  Google Scholar 

  • I.E. Oosterheert J.D. Vermunt E. Denessen (2002) ArticleTitle‘Assessing orientations to learning to teach’ British Journal of Educational Psychology 72 41–64 Occurrence Handle10.1348/000709902158766 Occurrence Handle11916464

    Article  PubMed  Google Scholar 

  • I.E. Oosterheert J.D. Vermunt (2003) ArticleTitle‘Knowledge construction in learning to teach: The role of dynamic sources’ Teachers and Teaching: Theory and Practice 9 157–163 Occurrence Handle10.1080/13540600309376

    Article  Google Scholar 

  • M.F. Pajares (1992) ArticleTitle‘Teachers’ beliefs and educational research: Cleaning up a messy construct’ Review of Educational Research 62 307–332

    Google Scholar 

  • S.G. Paris A.H. Paris (2001) ArticleTitle‘Classroom applications of research on self-regulated learning’ Educational Psychologist 36 IssueID2 89–101 Occurrence Handle10.1207/S15326985EP3602_4

    Article  Google Scholar 

  • P.R. Pintrich (1994) ArticleTitle‘Continuities and discontinuities: future directions for research in educational psychology’ Educational Psychologist 29 137–148

    Google Scholar 

  • L. Renstrom B. Anderssson F. Marton (1990) ArticleTitle‘Students’ conceptions of matter’ Journal of Educational Psychology 82 555–569 Occurrence Handle10.1037/0022-0663.82.3.555

    Article  Google Scholar 

  • D.A. Schön (1987) Educating the reflective practioner Jossey-Bass San Francisco

    Google Scholar 

  • T.J. Shuell (1988) ArticleTitle‘The role of the student in learning from instruction’ Contemporary Educational Psychology 13 276–295 Occurrence Handle10.1016/0361-476X(88)90027-6

    Article  Google Scholar 

  • P.R.J. Simons (1993) ‘Constructive learning: the role of the learner’ T.M. Duffy J. Lodewyck D.H. Jonassen (Eds) Designing Environments for Constructive Learning Springer Berlin 291–313

    Google Scholar 

  • G.E. Spear D.W. Mocker (1984) ArticleTitle‘The organizing circumstance Environmental determinants in self directed learning’ Adult Education Quarterly 35 1–10

    Google Scholar 

  • H.H. Tillema (2000) ArticleTitle‘Belief change towards self-directed learning in student teachers: Immersion in practice or reflection on action’ Teaching and Teacher Education 16 575–591 Occurrence Handle10.1016/S0742-051X(00)00016-0

    Article  Google Scholar 

  • H.H. Tillema L. Kremer-Hayon (2002) ArticleTitle‘Practice what we preach- teacher educators’ dilemmas in promoting self-regulated learning: a cross case comparison’ Teacher and Teacher Education 18 593–607 Occurrence Handle10.1016/S0742-051X(02)00018-5

    Article  Google Scholar 

  • A. Tough (1979) The Adult Learning Projects EditionNumber2 OISE Toronto

    Google Scholar 

  • B. Hout-Wolters ParticleVan R.J. Simons S. Volet (2000) ‘Active learning: Self-directed learning and independent work’ R.J. Simons (Eds) et al. New Learning Kluwer Academic Publishers Netherlands 21–36

    Google Scholar 

  • N. Verloop (2001) ArticleTitle‘Guest editors introduction’ International Journal of Educational Research 35 435–440 Occurrence Handle10.1016/S0883-0355(02)00002-2

    Article  Google Scholar 

  • J.D. Vermunt (1996) ArticleTitle‘Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis’ Higher Education 31 25–50 Occurrence Handle10.1007/BF00129106

    Article  Google Scholar 

  • J.D. Vermunt (1998) ArticleTitle‘The regulation of constructive learning processes’ British Journal of Educational Psychology 68 149–171

    Google Scholar 

  • J.D. Vermunt N. Verloop (1999) ArticleTitle‘Congruence and friction between learning and teaching’ Learning and Instruction 9 257–280 Occurrence Handle10.1016/S0959-4752(98)00028-0

    Article  Google Scholar 

  • G. Webb (1997) ArticleTitle‘Deconstructing deep and surface: Towards a critique of phenomenography’ Higher Education 22 195–212 Occurrence Handle10.1023/A:1002905027633

    Article  Google Scholar 

  • P.H. Winne N.E. Perry (2000) ‘Measuring self-regulated learning’ M. Boekaerts P.R. Pintrich M. Zeidner (Eds) Handbook of Self-regulation Academic Press San Diego, CA 531–566

    Google Scholar 

  • B.J. Zimmerman (2000) ‘Attainment of self-regulation: A social cognitive perspective’ M. Boekaerts P.R. Pintrich M. Zeidner (Eds) Handbook of Self-regulation Academic Press San Diego, CA 13–39

    Google Scholar 

  • B.J. Zimmerman D.H. Schunk (2001) Self-regulated learning and academic achievement; theoretical perspectives Lawrence Erlbaum Associates Mahwah, New Jersey

    Google Scholar 

  • B.J. Zimmerman (2002) ArticleTitle‘Becoming a self-regulated learner: an overview’ Theory into Practice 21 IssueID2 64–70 Occurrence Handle10.1207/s15430421tip4102_2

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Maastricht University, Fazantenlaan 17, 3951, AH Maarn, The Netherlands

    I. M. Van Eekelen

  2. Open University, The Netherlands

    H. P. A. Boshuizen

  3. Leiden University, The Netherlands

    J. D. Vermunt

Authors
  1. I. M. Van Eekelen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. H. P. A. Boshuizen
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. J. D. Vermunt
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to I. M. Van Eekelen.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Eekelen, I.M.V., Boshuizen, H.P.A. & Vermunt, J.D. Self-regulation in Higher Education Teacher Learning. High Educ 50, 447–471 (2005). https://doi.org/10.1007/s10734-004-6362-0

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10734-004-6362-0

Keywords

Search

Navigation