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Förderung selbstgesteuerten Lernens im Kontext lehrer- und organisationsbezogener Merkmale

  • At present, the issue of "self-regulated learning" meets with a good response. Based on data from a survey carried out among teachers at Berlin schools, the author examines in how far the teaching approaches practiced by a teacher are related to his or her general instructional orientations, on the one hand, and the organization-related characteristics of the respective school, on the other The results show that teaching approaches aiming at a promotion of self-regulated learning are largely determined by general instructional aspects of teaching. Organization-related features, on the other hand, are of less importance. The results are discussed with regard to consequences for a lasting development of teaching as well as a further professionalization of teachers.

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Author:Dagmar Killus
Document Type:Article
Year of first Publication:2009
Year of Completion:2009
Release Date:2017/03/25
Source:Zeitschrift für Pädagogik. - ISSN 0044-3247. - 55 (2009), 1, S. 130 - 150
Organizational units:Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft
Peer Review:Referiert