Samoregulacija učenja – značenje, važnost i uloga nastavnika u njenom poticanju
DOI:
https://doi.org/10.7251/FLZB2324289NKljučne reči:
cjeloživotno učenje, samoregulacija učenja (SRU), uloga nastavnika, obrazovni ishodi, strategije učenjaApstrakt
Samoregulacija učenja (SRU) je multidimenzionalni us tog koji uključuje osobne, ponašajne i kontekstualne komponente kako bi se učinkovito regulirao vlastiti us tog učenja. Učenici čije je učenje samoregulirano ostvaruju pozitivne obrazovne ishode, uspješniji su, intrinzično motivirani, te SRU podržava razvoj vještina cjeloživotnog učenja. Međutim, istraživanja pokazuju da učenje kod svih učenika nije samoregulirano, te da je SRU pod snažnim utjecajem razredne prakse kojom upravljaju nastavnici. Studije pokazuju da nastavnici rijetko integriraju SRU u svoju nastavu te da daju samo ograničene upute o strategijama učenja i samo rijetko naglašavaju metakognitivno praćenje učenja kao važan us to SRU. Poučavanje SRU vrlo rijetko se odvija u razredima, što potvrđuju i nalazi istraživanja u okviru znanstvenog projekta „Uloga nastavnika u poticanju SRU“ Sveučilišta u Zadru, provedenog u hrvatskom obrazovnom kontekstu. Nalazi istraživanja pokazuju da je učenicima potrebna pomoć u razvoju SRU, a međutim nastavnici nisu sigurni kako to postići. Istraživanja povezanosti nastavničkih uvjerenja, znanja i prakse u razredu pokazuju da oni izražavaju pozitivna uvjerenja o SRU, ali je njihovo znanje o SRU i njegovoj primjeni u razredu uglavnom slabo. Nalazi pokazuju da nastavnička znanja i kompetencije SRU treba jačati kako bi oni znali adekvatno poučavati i uvježbavati strategije učenja s učenicima, kreirati poticajno okruženje za učenje i aktivno poučavanje, pa us toga na kraju rada dane i preporuke kako to činiti.
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