Project WieSeL

Know, Use, Encourage: Teachers' self-regulation skills

The WieSeL project investigates which aspects of teachers’ professional competence support the promotion of self-regulation in school children’s learning. Based on empirical evidence, we assume that teachers first need to know what self-regulated learning and teaching is in order to be able to adopt a self-regulated approach and effectively promote self-regulation in their students in the classroom. The aim is to investigate the role of teachers’ knowledge of self-regulation in promoting self-regulation in the classroom.

Several studies are planned within the project. First, we will investigate how to measure teachers’ knowledge of self-regulation in a valid and reliable way. Subsequently, intervention studies are planned to investigate the conditions for the success of brief interventions to promote self-regulation skills in teachers.

The aim of the project is to identify which aspects of teachers’ professional competence are conducive to the promotion of self-regulation in learning. We are investigating teachers’ beliefs, their self-efficacy expectations of being able to promote self-regulation in the classroom, their own self-regulation and their knowledge of self-regulation. The first phase of the project will focus on the development of a knowledge test to assess declarative, procedural and conditional knowledge in an action-oriented way. In addition, the effectiveness of brief interventions for teachers will be empirically tested.