Professors David Rodríguez-Gómez, Òscar Flores-Alarcia, José Luís Muñoz Moreno, and Georgeta Ion from CRiEDO and EDO have published a new study titled “Climbing up through Self-Regulated Learning (SRL): a comparative analysis of SRL processes among pre-service and in-service schoolteachers”.
This work, conducted by the researchers, delves into the understanding of self-regulation processes in learning developed by pre-service and in-service teachers.
The quality of educational systems depends, among other factors, on the involvement, autonomy, and professional development of the teaching staff. In this context, the capacity for self-regulated learning becomes a key factor for the academic and professional development of teachers. The study uses a qualitative methodology based on semi-structured interviews with eleven pre-service teachers and twelve in-service teachers. These interviews address aspects such as planning, monitoring, and reflecting on their own learning and professional development processes.
The study’s results show that self-regulated learning is a skill learned during initial training and continues to develop with professional practice. This skill moves between the individual and the collaborative, and is regulated through motivation. The study concludes that the development of self-regulated learning processes enhances and completes the professional practice of teachers. Therefore, it is recommended to incorporate self-regulated learning into teacher training curricula and school strategic plans as a key competency that should be developed intentionally, planned, and consciously.
You can coonsult the full publication here.
