Lighting the path: Novice teachers as guides in the journey of self-regulated learning.

Abstract

This study investigates how novice teachers in Zhejiang Province support self-regulated learning (SRL) through the Winne and Hadwin cyclic model, emphasizing task understanding, goal setting, strategy implementation, and adaptation. SRL, defined as the cyclical process of goal setting, strategy use, monitoring, and reflection, is central to learner autonomy. Data from 125 novice teachers were collected using mixed methods, including questionnaires, interviews, and observations. Although both quantitative and qualitative data were collected, the study is primarily qualitative in orientation, with quantitative findings used descriptively for context and validation. Findings reveal that while novice teachers are adept in task guidance and goal setting, they give less focus to self-monitoring and adaptation. Very few studies have employed classroom observation to examine teachers' SRL practices; this study therefore contributes unique empirical evidence to the literature. The study suggests that pre-service education and early career support should incorporate SRL training to strengthen teachers' capacity in fostering SRL.