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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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- 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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