Being a successful teacher means constantly examining your own development to identify blind spots and ensure you engage on a meaningful level with teaching and learning. This book discusses theoretical and conceptual ideas, linked to direct strategies for the classroom, that guide students towards becoming proactive and effective learners, giving them the confidence to take charge of their professional future in teaching. Built around a series of ‘contributing ideas’, this book includes a conceptual framework for critically analysing and thinking about the teaching and learning environment. Examples throughout explore how to make the most of professional learning opportunities so students can take personal control of their learning, through self-regulation and self-monitoring. Strategies for making practical use of these ideas for classroom planning and preparation for learning are also included.

Becoming a Self-Regulating, Autonomous Professional

Becoming a Self-Regulating, Autonomous Professional

Becoming a Self-Regulating, Autonomous Professional

Having read this chapter, you will have an understanding of:

  • your professional learning, where the locus of control is changing
  • how self-regulation will influence your learning
  • the critical conditions that will enhance your self-regulation
  • a conceptual model for exploring your professional learning
  • the enquiry and interpretative strategies for exploring your professional learning initiatives.


This chapter is concerned with developing an awareness of your place in your continuing professional learning and how, through processes of self-regulation, you can begin to gain executive control of your learning. The initial focus in this chapter is on the relevant literature; then on identifying processes for managing and theorizing about your professional learning. Finally, this chapter shows how you might critically review episodes from your classroom ...

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