11: How Can Self-regulated Learning Support You at University and Enhance Your Practice as a Newly Qualified Teacher?

Self-regulated learning (SRL) is an important component in lifelong learning for everyone. SRL is seen as vital as these practices will support your future roles in a wide variety of education disciplines and contexts. In this chapter, self-regulation will be defined with relation to the learning experience of student teachers as well as looking at the way in which newly qualified teachers (NQTs) can be autonomy supportive for their pupils and develop pupils’ self-regulatory practices. Consideration is given to your development of self-regulatory practices in your future roles.

Zimmerman (2002) believes self-regulated learners are more likely to ­succeed academically, as well as being more optimistic about their future, highlighting SRL’s importance for lifelong learning. Dignath (2008) found that children and young people possessing higher levels of SRL are more likely to succeed than those with lower levels are, demonstrating the crucial role that SRL plays in education. Learners with superior self-regulatory skills tend to be more motivated academically and demonstrate effective learning ability (Pintrich, 2003). SRL involves the student or pupil in being aware of how they learn, their metacognitive strategies and their own knowledge of their strengths and weaknesses. The self-regulated persons will plan their tasks, set themselves goals and reflect on their progress. We can consider self-regulation in terms of exploring strategies and practicing new skills in order to grow as learners.