Description
The construct of Self-Regulated Learning (SRL) refers to a proactive learning process framed as the outcome of the students’ agency rather than the result of their reaction to teaching. It has been found to play a key role in providing skills aimed at tackling modern educational challenges. The study follows an ethnographic approach to investigate SRL’s promotion and its development within a primary school classroom. Following the Covid-19 pandemic restrictions, both university research guidelines and primary school access rules required a challenging switch from in-presence to online methods to collect data. Hence, the planned traditional ethnography had to be morphed into a virtual one. The fieldwork was carried out during the entire 2020-2021 schooling year, for three times a week (and every day during the remote learning period) and consisted of remote observations mostly during Maths, English and Sciences lessons. The digital impacted the analysis process too. The analysis followed the principles of Thematic Analysis and was technologically supported by NVivo software. It played a fundamental role in tackling with home constrains due to the Covid-19 confinement, that made difficult the access to physical offices and their equipment. Findings show that the promotion of SRL can be mainly configured as a consequence of both a diminishing role of front-loaded teaching and the construction of a learning environment along the tracks of a socio-constructivist approach. In this educational landscape, some weaknesses emerged, pointing out the need for a more systematic approach both to specific teacher training and to the curriculum design.| Period | 28 Sept 2023 |
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| Event title | Lumivero Virtual Conference 2023: Better Together for Better Insights, Research, and Outcomes |
| Event type | Conference |
| Degree of Recognition | International |