Abstract
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.
Highlights
The study was part of a bigger Faculty of Education Project in the Research Unit Self-Directed Learning at the North West University
Responses from the interviews revealed that participants from both countries perceive the importance of their subject knowledge and their motivational roles as vehicles to develop selfregulated learning (SRL) skills
The South African participants emphasised the importance of being a passionate, well prepared teacher to foster SRL skills
Summary
The study was part of a bigger Faculty of Education Project in the Research Unit Self-Directed Learning at the North West University. The overarching aim of the bigger project was to contribute to promoting self-regulated learning (SRL) as a vital prerequisite for self-directed learning and academic achievement in schools. Juxtaposing South African and Namibian teachers’ perceptions and teaching to explore individual differences and nuances in factors that influence teachers’ use of selfregulatory teaching to develop SRL skills in their learners. To explore and juxtapose South African and Namibian teachers’ perceptions of how they develop SRL skills and whether there are inconsistencies between teachers’ perceptions and their actual classroom teaching. The last secondary aim is to compare Namibian and South African SRL teaching interventions in education contexts to facilitate similar interventions in South Africa and contribute to selfdirected learning (SDL) scholarship. This study is only based on the third secondary aim of the project
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