Self-Regulated Learning and Teaching Practices: Intersections to Consider for Teacher Professional Development
This research describes the self-regulated learning of in-service teachers during the development of a professional competence. A descriptive multiple case study was conducted through interviews, observation sessions, and artifacts. A qualitative analysis of the data by grounded theory was performed with NVivo. This research has identified four intersections between phases of teaching practice and of self-regulated learning that offer avenues to consider for professional development.