From enduring to thriving: supporting self-regulated learners in a high school setting
How do I shift my teaching practices to best support self-regulated learning (SRL) in students? This self-study was a systematic and critical reflection of my teaching practice. It was motivated by the increasing body of research showing that when learners gain the skills, knowledge and capacity to take active leadership over their learning, they tend to perform at a higher level and experience greater levels of satisfaction and enjoyment in school. After a thorough review of both the foundational and contemporary literature on SRL, data collection tools were designed to reflect best practices in the field that could be implemented within my own practice. During the six-week study period from February to April 2019, a daily checklist was used to track how effectively SRL-promoting strategies were being used, and weekly written reflections were completed in order to reflect on this shift in my teaching practice. A critical friend was also recruited to establish the trustworthiness of the self-study data, and these valuable weekly conversations helped refine my research focus. The qualitative and quantitative data was analyzed, and I described key barriers and opportunities, both personal and systemic, to supporting SRL capacity in students. I conclude by offering recommendations for strategies and policies to actively promote and support SRL in students so that they may thrive during their formal education and beyond.