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From self-regulation to learning to learn: Observations on the construction of self and learning

Artikel i vetenskaplig tidskrift
Författare Ernst D. Thoutenhoofd
A. Pirrie
Publicerad i British Educational Research Journal
Volym 41
Nummer/häfte 1
Sidor 72–84
ISSN 0141-1926
Publiceringsår 2015
Publicerad vid
Sidor 72–84
Språk en
Ämnesord learning, self-regulation, learning to learn
Ämneskategorier Lärande

Sammanfattning

The purpose of this article is to clarify the epistemological basis of self-regulated learning. The authors note that learning to learn, a term that has pervaded education policy at EU and national levels in recent years is often conflated with self-regulated learning. As a result, there has been insufficient attention paid to learning as social performance and to a more nuanced conceptualisation of agency. A review of the literature on self-regulated learning suggests that self-regulated learning is behaviour that is oriented towards the optimal execution of predefined tasks. The authors suggest that the consequences of this are a resolute focus on the individual learner and a striking denial of learning as social performance. They trace the origins of self-regulated learning to ad-hoc combinations of behaviourism and cognitive psychology and explore the consequences of this for the way in which learning to learn is conceptualized. They argue that a reflexive social epistemology is a necessary counterweight to the systematic neglect of learning as a social process that has resulted from the psychological turn in learning theory. © 2013 British Educational Research Association.

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