Juxtaposing South African and Namibian teachers' perceptions and teaching practices to develop self-regulated learning: Do they practise what they preach?
Teachers are expected to be self-directed and to instill in their learners the ability to self-regulate their own learning processes. There are however personal and contextual factors that promote or inhibit teachers’ abilities to develop self-regulated learning skills. This study was conducted in...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of the Free State
2020-12-01
|
| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | http://196.255.246.28/index.php/pie/article/view/4314 |
| _version_ | 1827314993941446656 |
|---|---|
| author | Bernadette Winefrede Geduld Humphrey Sikabongo Sikwanga |
| author_facet | Bernadette Winefrede Geduld Humphrey Sikabongo Sikwanga |
| author_sort | Bernadette Winefrede Geduld |
| collection | DOAJ |
| description |
Teachers are expected to be self-directed and to instill in their learners the ability to self-regulate their own learning processes. There are however personal and contextual factors that promote or inhibit teachers’ abilities to develop self-regulated learning skills. This study was conducted in two South African secondary township schools and in two Namibian rural secondary schools. Twenty-eight, conveniently and purposively selected teachers participated. This qualitative case study, was intended to provide food for thought about the uniqueness and challenges of township school and rural teachers’ perceptions and practices to develop self-regulated learning skills. Data were collected via observations and semi-structured interviews. The results indicate a need for interventions to train practising teachers to be activators and facilitators of SRL skills.
|
| first_indexed | 2024-04-24T22:47:28Z |
| format | Article |
| id | doaj.art-0921c06c3b0c4cbf96dc783cc106af95 |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-24T22:47:28Z |
| publishDate | 2020-12-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-0921c06c3b0c4cbf96dc783cc106af952024-03-18T11:10:09ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2020-12-0138210.18820/2519593X/pie.v38.i2.09Juxtaposing South African and Namibian teachers' perceptions and teaching practices to develop self-regulated learning: Do they practise what they preach?Bernadette Winefrede Geduld0Humphrey Sikabongo Sikwanga1North West University, South AfricaNorth West University, South Africa Teachers are expected to be self-directed and to instill in their learners the ability to self-regulate their own learning processes. There are however personal and contextual factors that promote or inhibit teachers’ abilities to develop self-regulated learning skills. This study was conducted in two South African secondary township schools and in two Namibian rural secondary schools. Twenty-eight, conveniently and purposively selected teachers participated. This qualitative case study, was intended to provide food for thought about the uniqueness and challenges of township school and rural teachers’ perceptions and practices to develop self-regulated learning skills. Data were collected via observations and semi-structured interviews. The results indicate a need for interventions to train practising teachers to be activators and facilitators of SRL skills. http://196.255.246.28/index.php/pie/article/view/4314DevelopmentNamibianSelf-regulated learningSouth AfricaTeaching strategies |
| spellingShingle | Bernadette Winefrede Geduld Humphrey Sikabongo Sikwanga Juxtaposing South African and Namibian teachers' perceptions and teaching practices to develop self-regulated learning: Do they practise what they preach? Perspectives in Education Development Namibian Self-regulated learning South Africa Teaching strategies |
| title | Juxtaposing South African and Namibian teachers' perceptions and teaching practices to develop self-regulated learning: Do they practise what they preach? |
| title_full | Juxtaposing South African and Namibian teachers' perceptions and teaching practices to develop self-regulated learning: Do they practise what they preach? |
| title_fullStr | Juxtaposing South African and Namibian teachers' perceptions and teaching practices to develop self-regulated learning: Do they practise what they preach? |
| title_full_unstemmed | Juxtaposing South African and Namibian teachers' perceptions and teaching practices to develop self-regulated learning: Do they practise what they preach? |
| title_short | Juxtaposing South African and Namibian teachers' perceptions and teaching practices to develop self-regulated learning: Do they practise what they preach? |
| title_sort | juxtaposing south african and namibian teachers perceptions and teaching practices to develop self regulated learning do they practise what they preach |
| topic | Development Namibian Self-regulated learning South Africa Teaching strategies |
| url | http://196.255.246.28/index.php/pie/article/view/4314 |
| work_keys_str_mv | AT bernadettewinefredegeduld juxtaposingsouthafricanandnamibianteachersperceptionsandteachingpracticestodevelopselfregulatedlearningdotheypractisewhattheypreach AT humphreysikabongosikwanga juxtaposingsouthafricanandnamibianteachersperceptionsandteachingpracticestodevelopselfregulatedlearningdotheypractisewhattheypreach |