Teachers’ perceptions of how they develop self-regulated learning

The aim of this paper is to present a case study of the perceptions of self-regulated learning (SRL) of 14 secondary township schoolteachers and their teaching behaviour to develop SRL strategies in their learners. A qualitative, exploratory, descriptive research design was used. Semi-structured interviews and lesson observations were conducted with 14 purposively selected secondary school teachers. Specifically, this study explores how participants use teaching strategies to promote various SRL strategies such as goal-setting and planning, time management, peer learning, and self-evaluation. Findings indicate that participants’ teaching behaviour differ in terms of opportunities to encourage learners to become conscious of their learning processes as they use SRL strategies in different subjects across Grades 8-12 in the two township schools. Discrepancies have been noted between some lesson observations and teachers’ perceptions of how they integrate strategies to develop SRL. The findings underline the importance of developing teachers’ knowledge and the use of SRL teaching strategies to foster SRL learning and, hence, academic success

Self-directed learning research and its impact on educational practice

This scholarly book is the third volume in an NWU book series on self-directed learning and is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector but includes all scholars in the field of teaching and learning in all education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, all chapters in the book are closely linked together around self-directed learning as a central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education) to form a rich knowledge bank of work on self-directed learning

A snapshot of teachers’ knowledge and teaching behaviour to develop self-regulated learning

This paper presents findings on South African township school teachers’ knowledge of self-regulated learning as well as their perceptions of how they develop self-regulated learning in learners. A qualitative, exploratory, descriptive design was used. Semi-structured interviews were conducted with ten purposively and conveniently selected Grade 8 secondary school teachers. Participants integrate various strategies in their teaching, whereby SRL is developed directly and indirectly. Participants have positive beliefs toward SRL, but departmental pressures regarding curriculum coverage, assessment and administration inhibit the time to develop self-regulated learning. The development of self-regulated learning is not a school wide priority and high pass rates in the Annual National Assessments and Senior Secondary School Certificate has precedence over the development of self-regulated learning. Fundamental changes at school level may need to occur for teachers to be able to allocate the time and resources necessary for developing learners to be self-regulated. Most importantly, classroom curriculum and accompanying assessment systems must be organised in ways that support and value SRL

How English teachers’ corrective feedback practices can promote second language acquisition in Intermediate Phase classrooms in South Africa: A case study

In South Africa, many non-native Englishspeaking learners experience a variety of language challenges in classrooms and, as a result, underperform in national and international assessment opportunities. Teachers need to assist these learners with sufficient and effective feedback. The purpose of this qualitative study was, firstly, to explore the relationship between Hattie and Timperley’s (2007) model for effective feedback and the Interactionist Theory of Second Language Acquisition (SLA) (Gass & Mackey, 2006) and, secondly, to explore the corrective feedback practices of Intermediate Phase English Home Language teachers that promote SLA. Observations and semi-structured interviews were used to collect data from 15 purposively selected teachers from five different schools. The research findings indicate that the participants experienced various language-related challenges in their teaching of Intermediate Phase English Home Language. Mostly, the participants utilised transmission teaching approaches to provide formative, oral, written, descriptive, and self- feedback. Feedback in terms of Hattie and Timperley’s (2007) model on the task level was mostly applied as opposed to feedback on the process, self-regulation, and the self-level

Juxtaposing South African and Namibian teachers' perceptions and teaching practices to develop self-regulated learning: Do they practise what they preach?

Teachers are expected to be self-directed and to instill in their learners the ability to self-regulate their own learning processes. There are however personal and contextual factors that promote or inhibit teachers’ abilities to develop self-regulated learning skills. This study was conducted in two South African secondary township schools and in two Namibian rural secondary schools. Twenty-eight, conveniently and purposively selected teachers participated. This qualitative case study, was intended to provide food for thought about the uniqueness and challenges of township school and rural teachers’ perceptions and practices to develop self-regulated learning skills. Data were collected via observations and semi-structured interviews. The results indicate a need for interventions to train practising teachers to be activators and facilitators of SRL skills

Self-directed learning research and its impact on educational practice

This scholarly book is the third volume in an NWU book series on self-directed learning and is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector but includes all scholars in the field of teaching and learning in all education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, all chapters in the book are closely linked together around self-directed learning as a central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education) to form a rich knowledge bank of work on self-directed learning