Literaturnachweis - Detailanzeige
Autor/inn/en | Alvi, Effat; Gillies, Robyn M. |
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Titel | Promoting Self-Regulated Learning through Experiential Learning in the Early Years of School: A Qualitative Case Study |
Quelle | In: European Journal of Teacher Education, 44 (2021) 2, S.135-157 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0261-9768 |
DOI | 10.1080/02619768.2020.1728739 |
Schlagwörter | Learning Strategies; Experiential Learning; Elementary School Teachers; Teaching Methods; Teacher Attitudes; Active Learning; Student Motivation; Critical Thinking; Learner Engagement; Grade 1; Foreign Countries; Australia Learning methode; Learning techniques; Lernmethode; Lernstrategie; Experiental learning; Erfahrungsorientiertes Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Aktives Lernen; Schulische Motivation; Kritisches Denken; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Australien |
Abstract | A key question concerning educational researchers is how to promote students' self-regulated learning (SRL) in regular classrooms. We address this question by examining the beliefs and practices of a primary school teacher who supported students' SRL by employing an experiential learning approach. We gathered data throughout an 11 weeks long academic term in the teachers' classroom through participant observations and semi-structured interviews. Informal conversations were conducted and physical artefacts were collected throughout the participant observations. We describe the teacher's overall approach by highlighting a network of connections between SRL and experiential learning. This includes: connecting learning with real-life experiences, active learning, motivation, critical and reflective thinking, and inventing and resolving problems. We conclude that SRL and experiential learning are mutually reinforcing. However, more studies are needed to establish the underlying links. We contend that the teacher's role in promoting SRL should be examined in diverse contexts to tackle its complexity. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |