In experts’ words: Translating theory to practice for teaching self-regulated learning

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dc.catalogadorvzp
dc.contributor.authorIsbej Esposito, Lorena Pilar
dc.contributor.authorWaterval, Dominique
dc.contributor.authorRiquelme Perez, Arnoldo Javier
dc.contributor.authorVeliz Paiva, Claudia Paz
dc.contributor.authorBruin, Anique B. H. de
dc.date.accessioned2024-06-03T18:39:47Z
dc.date.available2024-06-03T18:39:47Z
dc.date.issued2024
dc.description.abstractIntroductionHealth professions education (HPE) should help students to competently self-regulate their learning, preparing them for future challenges. This study explored the perspectives of expert self-regulated learning (SRL) researchers and practitioners on the practical integration of SRL theories into teaching.MethodsAn exploratory qualitative research study was conducted involving semi-structured interviews with acknowledged research leaders in the field of SRL and/or experienced professionals dedicated to teaching SRL strategies for complex skills in different disciplines. The data were analyzed using an iterative thematic approach guided by a six-step framework.ResultsFifteen interviews were conducted with experts from six countries representing diverse contexts, cultures, and disciplines. We identified five themes related to translating theory to practice for teaching SRL in HPE: theoretical issues, cultural aspects, stakeholders’ participation, teaching complexity, assessment, and feedback.ConclusionsThis study presents a useful starting point for teaching SRL. The experts suggest a supportive learning environment with the guidance of competent teachers by using general and task-specific teaching and learning strategies, as well as sufficient sources and cycles of feedback, all tailored to the culture and context. These findings call for a shift in faculty development programs to foster teachers to support second-order scaffolding in HPE.
dc.fechaingreso.objetodigital2024-08-30
dc.format.extent8 páginas
dc.fuente.origenORCID
dc.identifier.doi10.1080/0142159X.2024.2359970
dc.identifier.urihttps://doi.org/10.1080/0142159X.2024.2359970
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/86377
dc.information.autorucEscuela de Odontología; Isbej Esposito, Lorena Pilar; 0000-0002-4272-8484; 1009697
dc.information.autorucEscuela de Medicina; Riquelme Perez, Arnoldo Javier; 0000-0002-8259-8960; 3538
dc.information.autorucEscuela de Medicina; Veliz Paiva, Claudia Paz; 0000-0002-9448-8224; 1004915
dc.issue.numero1
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final8
dc.pagina.inicio1
dc.revistaMedical Teacher
dc.rightsacceso abierto
dc.subjectProfession
dc.subjectDentistry
dc.subjectTeaching and learning
dc.subjectTheory
dc.subjectProfession
dc.subjectMedicine
dc.subjectManagement
dc.subjectStudent support
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleIn experts’ words: Translating theory to practice for teaching self-regulated learning
dc.typeartículo
dc.volumen8
sipa.codpersvinculados1009697
sipa.codpersvinculados3538
sipa.codpersvinculados1004915
sipa.trazabilidadORCID;2024-06-03
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