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The Seductive Waltz With the Self in Self-Regulated Learning: Toward Communal Regulation of Learning

by Chen Schechter - 2017

This article proposes a complementary framework for scholarship on metacognition as well as on self-regulated learning. It is argued that educators’ and researchers’ seductive waltz with the “self” in self-regulated learning (e.g., self-monitoring, self-control) need not be abandoned when conceptualizing and empirically investigating teaching and learning. Rather, self-regulation should be complemented by a more holistic, integrated, and collaborative framework—that of communal-regulated learning—to develop effective learners in today’s fast-changing educational scene. This article presents the epistemological premises postulated as upholding the communal nature of learning regulation, while raising conceptual as well as practical questions for its adoption.

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Cite This Article as: Teachers College Record Volume 119 Number 13, 2017, p. 1-8
https://www.tcrecord.org ID Number: 21919, Date Accessed: 9/24/2021 2:35:07 AM

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About the Author
  • Chen Schechter
    Bar-Ilan University
    E-mail Author
    CHEN SCHECHTER, Department of Educational Leadership and Policy, School of Education, Bar-Ilan University, Israel. His research areas include professional learning communities, organizational learning, learning from successes, educational leadership, systems thinking, and qualitative research methods. Relevant publications include: Shaked, H., & Schechter, C. (2017). Systems thinking for school leaders: Holistic leadership for excellence in schools. New York, NY: Springer. [Foreword by Michael Fullan]; and Schechter, C., & Michalsky, T. (2014). Juggling our mindsets: Learning from success as a complementary instructional framework in teacher education. Teachers College Record, 116(2), 1–48.
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