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Cited by 68Evaluation of Teaching PracticesTeacher Education and Leadership StudiesInnovative Teaching and Learning Methods

Self-regulated learning about university teaching: an exploratory study.

Kreber, Carolin, Castleden, Heather, Erfani, Nina, Wright, Tarah·2005·Teaching in Higher Education
DOI 10.1080/1356251052000305543
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Abstract

While research on self-regulated learning has been proliferating over the past decade, also within higher education settings, only very few studies apply the notion of self-regulated learning to teaching. We offer this exploratory study as a contribution to our understanding of the role of self-regulated learning in university instructors’ growth as teachers. Thirty-one academic science staff participated in semi-structured interviews designed to explore whether they engage in self-regulatory processes when learning about teaching. Interview questions were based on two theories: Zimmerman's self-regulated learning cycle and Kreber and Cranton's scholarship of teaching model. Cluster analyses revealed different patterns of responses for various subgroups of staff. For the two main groups, Chi-square analyses identified the specific variables on which differences between groups were observed. Participation in certain educational development activities as well as discipline affiliation was shown to be associated with self-regulated learning processes. We make concrete suggestions for how future research on self-regulated learning about teaching can build on these findings and conclude the article with some recommendations for the practice of educational development.

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  • A large part of academic work is spent on self-directed learning, and the skills needed to maneuver in such an environment are essential for student success.

    “A large part of academic work is spent on self-directed learning, and the skills needed to properly maneuver in such an environment is essential for student success (Kreber et al., 2005).”

    From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Kreber et al., 2005

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Authors
Kreber, C., Castleden, H., Erfani, N., & Wright, T.
Affiliations
  • University of Edinburgh (GB)
  • University of Alberta (CA)
  • Dalhousie University (CA)
Corresponding author
Kreber, Carolin
ORCID
Venue
Teaching in Higher Education
Publisher
Informa UK Limited
Published
2005-01
Volume
10
Issue
1
Pages
75-97
ISSN
  • 1356-2517 (ISSN-L)
  • 1470-1294
DOI
10.1080/1356251052000305543
OpenAlex
W1994931204
Cited by
68
References
62
Citations by year
2026: 1 · 2025: 2 · 2024: 3 · 2023: 1 · 2022: 1 · 2021: 2 · 2020: 3 · 2018: 2 · 2017: 24 · 2016: 4 · 2015: 1 · 2014: 5 · 2013: 5 · 2012: 3
FWCI
5.19
Type
journal article
Language
en
Open access
closed
Locations
Teaching in Higher Education (publishedVersion)
Topics
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
student self-regulation, university teaching, teacher professional development, university faculty, scholarship of teaching and learning, educational development, science faculty

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