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Developing self-regulated learning : monologism, dialogism and cultural models in classroom practice
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Type
Thesis
Abstract
The capacity for self-regulated learning (SRL) is presently recognized as a necessary and inherent goal of continual lifelong education. This makes developing SRL an educational imperative. However, beyond the general recognition that SRL can and should be explicitly taught, how formal SRL instruction should best be implemented is less clear. This study attempts to shed light on the issue by examining how SRL development may be supported or constrained in a tertiary level SRL instructional module for pre-service teachers, as it occurred. It is assumed that an understanding of these processes would contribute to an improvement in pedagogical practices.
A sociocultural perspective is employed as the overarching theoretical framework for the study. In line with the sociocultural orientation, the study focuses specifically on the local context of the classroom, the forms of instructional discourse employed with and within the classroom practices and the cultural models about SRL that are produced.
Through a combination of ethnographic classroom research and discourse analytic methods, the lecturer's uses of monologic and dialogic forms of pedagogical discourse are first identified. The analysis then demonstrates how different forms of instructional discourse result in the production of different cultural models about SRL. Specifically, the study shows how monologism may produce the following cultural models about SRL: (i) that knowledge for SRL is true and objective; (ii) knowledge for SRL consists of fixed and predetermined facts; (iii) that there is a one right way to SRL; (iv) knowledge for SRL is the sole domain of the lecturer and texts; (v) learner identities established in class are true and permanent; and (vi) SRL problems can be objectively diagnosed. Dialogism on the other hand, was largely associated with the construction of an opposing set of cultural models about SRL. In some instances, the cultural models produced in the SRL module may not be the sole construction of the lecturer, but may reproduce those of the larger society.
An interpretative analysis of how the cultural models about SRL may act to facilitate or assuage the development of self-regulation is offered. This discussion draws upon postmodern and sociocultural accounts of truth, epistemology, identity and power and considers them in relation to SRL development and the goals of SRL instruction.
Overall, the findings suggest that the cultural models about SRL constructed through monologic and dialogic forms of pedagogical discourse can both act to support and undermine SRL development. While the monologic stance may be necessary, it is insufficient to bring about SRL development. Dialogic SRL instruction presents its own difficulties, but appears to be more in keeping with the goals of SRL instruction and the development of self-regulatory processes. This suggests that dialogism may need to be accorded a more central role in SRL instruction.
In closing, it is hoped that the present study casts a different light on current understandings about SRL development in instructional contexts and serves to map out new research agendas to be pursued by future researchers and educators concerned with SRL development.
A sociocultural perspective is employed as the overarching theoretical framework for the study. In line with the sociocultural orientation, the study focuses specifically on the local context of the classroom, the forms of instructional discourse employed with and within the classroom practices and the cultural models about SRL that are produced.
Through a combination of ethnographic classroom research and discourse analytic methods, the lecturer's uses of monologic and dialogic forms of pedagogical discourse are first identified. The analysis then demonstrates how different forms of instructional discourse result in the production of different cultural models about SRL. Specifically, the study shows how monologism may produce the following cultural models about SRL: (i) that knowledge for SRL is true and objective; (ii) knowledge for SRL consists of fixed and predetermined facts; (iii) that there is a one right way to SRL; (iv) knowledge for SRL is the sole domain of the lecturer and texts; (v) learner identities established in class are true and permanent; and (vi) SRL problems can be objectively diagnosed. Dialogism on the other hand, was largely associated with the construction of an opposing set of cultural models about SRL. In some instances, the cultural models produced in the SRL module may not be the sole construction of the lecturer, but may reproduce those of the larger society.
An interpretative analysis of how the cultural models about SRL may act to facilitate or assuage the development of self-regulation is offered. This discussion draws upon postmodern and sociocultural accounts of truth, epistemology, identity and power and considers them in relation to SRL development and the goals of SRL instruction.
Overall, the findings suggest that the cultural models about SRL constructed through monologic and dialogic forms of pedagogical discourse can both act to support and undermine SRL development. While the monologic stance may be necessary, it is insufficient to bring about SRL development. Dialogic SRL instruction presents its own difficulties, but appears to be more in keeping with the goals of SRL instruction and the development of self-regulatory processes. This suggests that dialogism may need to be accorded a more central role in SRL instruction.
In closing, it is hoped that the present study casts a different light on current understandings about SRL development in instructional contexts and serves to map out new research agendas to be pursued by future researchers and educators concerned with SRL development.
Date Issued
2006
Call Number
LB1060 Chy
Date Submitted
2006