| Title | Chapter 5: Modelling metacognitive monitoring skills and self-regulated learning |
|---|---|
| Subtitle | Teacher experiences in selected secondary schools |
| Contributor | Bernadette Geduld(author) |
| DOI | https://doi.org/10.4102/aosis.2024.BK484.05 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/484 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Bernadette Geduld, Byron J Bunt & Divan Jagals (eds.). Licensee: AOSIS (Pty) Ltd. The moral right of the editors and authors has been asserted. |
| Publisher | AOSIS |
| Long abstract | The province of KwaZulu-Natal (KZN) in South Africa exhibits a wide range of cultural and contextual elements that have an impact on students’ learning and academic performance in schools during a period of educational transition in South Africa. Contrary to its slogan, masisukume sakhe (‘let us rise and build’), KZN has been battling to achieve excellence in education. The authors of this chapter propose that improving learners’ self-regulated learning skills could lower the high failure rates in that area, equip learners with 21st-century skills and better prepare them for success in their post-secondary employment and personal life. When confronted with situations that are beyond their capacities, learners who have developed self-regulated learning skills can control their emotions, behaviour and cognition. The purpose of this chapter is to explore teachers’ views, in higher quintile four and five schools in the iLembe area of KZN, of their confidence and teaching strategies to model and develop metacognitive monitoring as a self-regulated learning skill in students. The study applies Zimmerman and Moylan’s (2009) model of self-regulated learning as a theoretical and conceptual lens that unmasks how secondary school teachers (do or do not) model metacognitive monitoring to develop metacognitive learning skills in learners. In this qualitative research, a basic interpretive qualitative study is positioned within an interpretivist paradigm. Sixteen secondary school teachers were purposively selected based on their understanding of how they employ metacognitive monitoring to develop metacognitive learning skills in their students. This study employed content analysis and a thematic approach to analyse the data, aiming to derive coherent meaning and enhance comprehension of the information within the context of the research objectives. The study’s findings indicate that most participants in the study felt confident that they possessed the necessary pedagogical content knowledge to develop metacognitive monitoring as a self-regulated learning skill. However, the findings also indicate a need for professional development to increase teachers’ knowledge and skills for learner-centred teaching approaches towards improved development of their learners’ metacognitive and self-regulated learning skills. This chapter highlights why modelling and growth of metacognitive and self-regulated learning skills depend so much on teachers’ motivation, self-confidence and optimism, and why metacognitive, self-regulated learning and self-directed learning (SDL) skills should be emphasised by higher education institutions and teacher preparation programmes. |
| Print length | 25 pages |
| Language | English (Original) |
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Vanishree Ragvan is a secondary school teacher at Stanger High School in KwaZulu-Natal. She obtained her BA degree (Psychology) from the University of Durban Westville. Her specialist subjects are Psychology, Social Sciences and English Home Language. She completed her Post Graduate Certificate in Education at the University of KwaZulu-Natal Edgewood College. Her teaching specialist subjects are English (Home language), English First Additional Language, Life Orientation and Social Sciences. Currently, she teaches geography to Grades 8–12 learners. She completed her master’s degree at North-West University. Her master’s study explored how quintile 4 and 5 secondary school teachers’ self-directed learning skills influenced the development of self-regulated learning in their learners. The purpose of the study was to gain an understanding of the factors that contribute to the poor performance of some schools in the KwaZulu-Natal province. She is enrolled in doctoral studies. Her research interests are the development of self-regulated learning, metacognition and self-directed learning through game-based learning (GBL) in school environments.
Bernadette Geduld is an associate professor at North-West University (NWU). As a curriculum studies lecturer with an interest in self-regulated learning, she found her research home in the unit for self-directed learning (SDL) at the North-West University where she is an active member and a sub-area leader for the sub-area cognition and metacognition for self-directed learning. She serves on the Scientific and Executive Committees of the Research Unit Self-Directed Learning. Her research interests are the development of self-regulated learning, metacognition and self-directed learning in school environments and in open distance learning contexts. She has published at national and international levels and presented papers at national and international conferences. She acts as a supervisor for postgraduate students. She is a C2 National Research Foundation (NRF)-rated researcher.