General education teachers’ collaborative activities as a prerequisite for self-regulated learning

Abstract

<p>Recent research emphasizes the evolving learning processes of educators, highlighting their collaborative and self-regulated (SRL) aspects. However, there is a lack of studies examining how self-regulation manifests in teachers’ collaborative environments, especially informal ones. This paper explores the application of SRL principles and processes in teachers’ collaborative activities. The key question is whether collaborative learning possesses the essential characteristics of SRL. A qualitative exploratory study was conducted to address the research question. Twelve general education teachers shared their experiences with collaborative learning by responding to semi-structured interview questions. The qualitative data were analyzed both deductively and inductively, using Zimmerman’s theoretical model as the initial framework for categorization. The analysis revealed that general education teachers’ collaborative learning provides the prerequisites for self-regulated learning since it has the inherent characteristics of the Cyclical Phases Model. However, the processes of the cycle phases differ from the theoretical model because they reflect the characteristics of adult self-regulated learning. The most significant differences occur during the performance phase, when features of socially shared regulation become apparent. Research findings indicate that SRL strategies – cognitive, motivational, and behavioral – are consistently interconnected. Metacognition plays a role in every phase of SRL, while teachers’ intrinsic motivation is essential for their engagement in collaborative learning. Additionally, group behavior patterns tend to take precedence over individual self-control processes in teachers’ collaborative activities. The theoretical model offers a valuable framework for understanding the teachers’ SRL cycle. Further research is necessary that utilizes multiple data sources and examines different settings of teachers’ SRL. </p>