Teaching for student self-regulated learning: Studies in secondary vocational education

Jantine van Beek

Research output: ThesisThesis fully internal (DIV)

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Abstract

Student self-regulated learning has become increasingly important within education. Students who can regulate and adjust their learning behaviour learn more efficiently and achieve better academic results. It is generally assumed that the teacher can play an important role in stimulating students and developing student self-regulated learning, for example by arranging educational environments in which students learn and gain experiences with different types of learning skills. Nevertheless, not much is known about exactly how secondary education teachers support and stimulate the development of student self-regulated skills within their classroom practice. The present dissertation sheds light on teacher activities aimed at student regulation of learning activities.

Jantine van Beek completed her teacher training and worked as a teacher in secondary education for almost ten years. At the same time, she obtained a first-degree licence in educational sciences and a master’s degree in special needs education and youth care. She now works at Stoas Wageningen | Vilentum University of Applied Sciences and Teacher Education. She is interested in the way teachers (can) stimulate student self-regulated learning, especially in secondary (vocational) education.
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • University of Groningen
Supervisors/Advisors
  • Minnaert, Alexander, Supervisor
  • Wubbels, Th., Supervisor, External person
  • de Jong, F. P. C. M., Co-supervisor, External person
Award date5-Nov-2015
Place of Publication[Groningen]
Publisher
Print ISBNs978-90-367-8214-2
Electronic ISBNs978-90-367-8213-5
Publication statusPublished - 2015

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