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The Seductive Waltz With the Self in Self-Regulated Learning: Toward Communal Regulation of Learning by Chen Schechter - 2017This 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.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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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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