@misc{10481/79841,
year = {2022},
month = {12},
url = {https://hdl.handle.net/10481/79841},
abstract = {This project focuses on self-regulated learning in early primary education. The aim is to identify the
teacher’s gestures of support for self-regulated learning to happen and it is the continuation of
preliminary work on the forms of creative collaboration between pupils and on the support of a
reflective activity in class by the teacher. The project was carried out through a collaborative research
methodology, in partnership with primary schools in Switzerland and in the United Kingdom. Several
research sessions were conducted with teachers and the school administration to identify the
educational objectives of each lesson. The participants were children aged 7 to 9 years old being
taught in three flexible classes and were followed through lesson observations and group interviews
of teachers with the researchers over 18 months, yielding data which was analyzed through predetermined
themes. The practical objectives were to develop flexible pedagogical scenarios for the
development of transversal competencies in the disciplinary fields of a primary school curriculum.
These scenarios will subsequently be reported on in a professional journal. On a more theoretical
perspective, the present study offers a better understanding of the professional teacher’s gestures,
resulting in a very useful taxonomy, with repercussions for the initial training and continuing
education of primary school teachers.},
publisher = {Universidad de Granada},
keywords = {Teacher’s professional gestures},
keywords = {Self-regulation learning},
keywords = {Collaboration},
keywords = {Reflection},
keywords = {Communication},
keywords = {Primary school},
title = {Teachers’ professional gestures which support self-regulated learning in primary schools},
doi = {10.47750/jett.2022.13.05.003},
author = {Bosmans, Daniel and Pédagogique Bejune, Haute Ecole},
}