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WieSel

The project WieSeL (Applying and Promoting Knowledge: Teachers’ Self-Regulation Competence) investigates what knowledge and beliefs teachers hold about self-regulated learning, and how these factors influence their ability to promote self-regulation in the classroom. The goal is to develop professional development programs that effectively support teachers in fostering self-regulated learning among their students.

The project focuses on three key influencing factors:

  • Their own use of self-regulation strategies.
  • Teachers’ knowledge about self-regulation in learning,
  • Their beliefs about its importance and feasibility, and

In an initial study, teachers were surveyed through an online questionnaire and telephone interviews about their experiences with self-regulated learning and how they promote relevant strategies in the classroom. The results show that the extent to which teachers foster self-regulation in their teaching is closely linked to their knowledge, their beliefs, and their own use of self-regulation strategies.

PDF | How do teachers promote self-regulation of learning when students need to learn at home? The moderating role of teachers’ ICT competency
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A second study tested video interventions designed to strengthen self-regulation skills in learning. The videos led to improvements in knowledge, more differentiated beliefs about the usefulness of self-regulation in learning, and greater use of self-regulation strategies. Such video materials therefore appear to be a promising tool for continuing education programs that support teachers in promoting self-regulation in learning.

PDF | I Believe I Can, so I Will? The Predictive and Moderating Role of Teachers’ Self-Efficacy Beliefs for Their Promotion of Self-Regulation of Learning
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We appreciate your interest!

Please feel free to contact us if you have any questions about the project or suggestions for our research.

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