1
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Hungarian English language teachers’ roles in the development of self-regulation: A pilot study

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          In today’s teacher-oriented and teacher-directed traditional school setting, students tend to depend on their teachers. Students expect their teachers to motivate them and to tell them what and how to learn and to what extent, which leads to the fact that students do not know how to organize and regulate their own learning. Therefore, it is important to study how teachers construct knowledge related to various aspects of the learning process, in this case self-regulation. The main aim of this article was to identify the roles teachers play in the development of self-regulation. In order to fulfill this aim, the article examined how the interviewees view the notion itself. For this purpose, four interviews were conducted with primary and secondary English language teachers in Hungary. As all these teachers come from the public education sphere, their understanding of self-regulation was compared to the Hungarian National Core Curriculum’s concept of self-regulation. The results of the study showed that teachers are fully aware of the importance of self-regulation and directly, indirectly, consciously, and even unconsciously can foster its development not just during the English lessons, but also while preparing for and reflecting on their lessons. Continuous professional development and lifelong learning from the teachers’ side turned out to be of essential importance. However, there is a considerable disagreement not only as to how teachers define the term self-regulation, but also when to start its development.

          Related collections

          Author and article information

          Journal
          2059
          Journal of Adult Learning, Knowledge and Innovation
          JALKI
          Akadémiai Kiadó (Budapest )
          2631-1348
          20 November 2019
          June 2019
          : 3
          : 2
          : 73-87
          Affiliations
          [ 1 ]Doctoral Program in Language Pedagogy, Eötvös Loránd University , Budapest, Hungary
          Author notes
          [* ]Correspondence: Melinda Mikusová, Doctoral Program in Language Pedagogy, Eötvös Loránd University, ELTE, Rákóczi út 5., 1088 Budapest, Hungary; Phone: +36 20 270 2540; e-mail: melinda.mikusova@ 123456gmail.com
          Article
          10.1556/2059.03.2019.07
          a34e8900-967d-4e75-9544-b57fdee9a9dc
          © 2019 The Author(s)

          This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permitsunrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited, a link to the CC License is provided, and changes – if any – are indicated. (SID_1)

          History
          : 13 November 2018
          : 17 March 2019
          Page count
          Figures: 2, Tables: 2, Equations: 0, References: 59, Pages: 15
          Funding
          Funding sources: None.
          Categories
          ORIGINAL ARTICLE
          Custom metadata
          1

          Evolutionary Biology,Medicine,Psychology,Educational research & Statistics,Social & Behavioral Sciences
          professional development,lifelong learning,roles of a teacher,self-regulation

          Comments

          Comment on this article