UBIKO - Theoretical framework

THEORETICAL FRAMEWORK

Learners can be taught to study more effectively by supporting their own abilities to

self-regulate their learning (SRL). (Hadwin, J�rvel� & Miller, 2010; Zimmerman &

Schunk, 2011, Zimmerman & Bandura, 1994). In addition of strong understanding of

SRL, research in the UBIKO learning context will target to analyse the nature of effective

classroom practices (Malmberg, J�rvenoja & J�rvel�, 2010).

Despite of strong theoretical evidence of the effectiveness of SRL , teachers are often

unsure about how to support pupils in practice and the pupils need more experience and

training to SRL (Perry, Hutchinson, & Thauberger, 2008). Teacher education, especially,

should support teachers to learn how to promote SRL effectively (Dignath-van Ewijk &

van der Werf, 2012).