Year: 2015
Type: conference-paper
Study design: Observational Study
Abstract: Cognitive engagement (including self-regulation) is crucial for promoting student learning, but research suggests that teacher beliefs about cognitive engagement are less refined than their beliefs about other kinds of engagement. We used surveys and interviews from 40 teachers across 8 secondary schools to investigate teacher beliefs and practice that the teachers report using to promote cognitive engagement in their classes. Participants responded to questions about two fictitious teacher scenarios. About half of them identified with Teacher A, believing in the importance of completing practice questions and providing students with a list of revision topics. Those who identified with Teacher B favoured encouraging students to self-assess their competency, monitor their progress, and develop individual revision plans.
Institutions: King's College London, University of Oxford
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2490217637