The Role of Teachers’ Self-regulatory Capacities in the Implementation of Self-regulated Learning Practices

Abstract Teachers play a crucial role in promoting self-regulated learning (SRL). Although primary school teachers are favorably disposed towards the introduction of SRL in their own classroom, different influences prevent teachers from fully promoting SRL. Based on an extensive literature review, the present paper indicates teachers’ own self-regulatory competences as a critical determinant of SRL implementation in primary school. Self-regulated teachers attune their instructional approach to their own SRL skills, better understand SRL processes and become more effective in SRL promotion. The paper concludes by discussing the relation between teacher SR and the promotion of students’ SRL.

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