Chinese language teachers' perception and implementation of self-regulated learning-based instruction
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AbstractThe study aimed to explore Chinese language teachers' perception and implementation of instruction based on self-regulated learning (SRL) in a researcher-teacher collaborative project. The participants were 31 teachers and their 10th grade students, from six secondary schools in Hong Kong. The findings of questionnaires, interviews, and observations indicated the teachers had a positive perception of SRL-based instruction and altered their instructional tasks and instrumental support following the project. Important factors affecting the teachers' perception and implementation of this new instructional approach, including the nature of SRL-based instruction, cultural, teacher and student factors, and external constraints and support, are discussed. (C) 2012 Elsevier Ltd. All rights reserved.
All Author(s) ListLau KL
Journal nameTeaching and Teacher Education
Year2013
Month4
Day1
Volume Number31
PublisherPERGAMON-ELSEVIER SCIENCE LTD
Pages56 - 66
ISSN0742-051X
LanguagesEnglish-United Kingdom
KeywordsChinese language teachers; Reading instruction; Researcher-teacher collaboration; Self-regulated learning
Web of Science Subject CategoriesEducation & Educational Research; EDUCATION & EDUCATIONAL RESEARCH

Last updated on 2020-19-10 at 02:12