NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ829614
Record Type: Journal
Publication Date: 2009-Feb
Pages: 18
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0031-3831
Re-Interpreting Teaching: A Divided Task in Self-Regulated Teaching Practices
Eriksson, I.
Scandinavian Journal of Educational Research, v53 n1 p53-70 Feb 2009
The article concerns the increased use of self-regulated teaching in Swedish schools, where teachers perceive self-regulated teaching as an ideal way of organising schoolwork. Students make their own plans concerning time, content, grades and their own learning. What and how to learn is no longer a question for the teacher only. If self-regulated teaching is institutionalised, there is good cause to reinterpret the concept of teaching. Based on data from a longitudinal study, this new teaching practice and its consequences is discussed. For the analysis, activity theory has been used. Self-regulated teaching is realised by a division of labour between teacher and students. Main results are that issues of comprehensiveness and equity are at risk in radical self-regulated teaching. (Contains 13 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden