Teachers’ perceptions of how they develop self-regulated learning

Abstract

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.