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Talking about teaching self-regulated learning: Scaffoldingstudent teachers’ development and use of practices thatpromote self-regulated learningNancy E. Perry*, Lynda Hutchinson, Carolyn ThaubergerUniversity ofBritish Columbia, Humanities Research Council ofCanada, CanadaReceived 12 October 2007; received in revised form 12 November 2007; accepted 12 November 2007AbstractSelf-regulated learning (SRL) involves metacognition, motivation, and strategic action, and self-regulated learners aresuccessful in and beyond school. Therefore, studies of how SRL develops and, perhaps, how it can be taught, are needed. Ourresearch examines whether and how beginning teachers can be mentored to develop practices that support elementary schoolchildren’s development of and engagement in academically effective forms of SRL. Here, we present post-observation data ofstudent teachers discussing their classroom teaching with their school-based mentor teachers and their university-based facultyassociates. We analyzed the transcripts from these discussions to determine whether and how student teachers talked about SRLwith their mentors and faculty associates, and how mentors and faculty associates scaffolded student teachers’ understanding anduse of practices that promote SRL. Findings indicate that the post-observation discussions contained content relating to SRL andpractices that promote it. Also, findings indicate faculty associates and mentor teachers applied a wide range of scaffoldingtechniques to engage student teachers in planning forandreflecting on teaching SRL. Implications formaking SRL in classrooms asprominent as research suggests it should be are discussed along with recommendations for more research to understand how to helpteachers develop practices that support SRL.# 2006 Elsevier Ltd. All rights reserved.The term ‘‘self-regulated’’ describes learners who are metacognitively, motivationally, and strategically engagedin learning (Winne & Perry, 2000; Zimmerman, 1990). They exercise metacognition by analyzing the demands oftasks inrelationto theirstrengths andweaknesses as learners andthenregulating theirbehaviorinways thatoptimizetheir learning processes and products. They are motivated to learn. This is evident in their valuing of personalprogress and deep understanding, their willingness to attempt challenging tasks to develop new skills, and in theirconstructive view that errors offer information about and opportunities for learning (Schunk, Pintrich, & Meece,2007). Finally, these learners are strategic in the ways they approach tasks and activities. They choose from arepertoire of effective learning and problem solving strategies those they believe suit the task and their learningprofile and apply them appropriately. Research indicates that when learners engage in academically effective formsofself-regulated learning (SRL) they are successful in and beyond school (McCaslin & Good, 1996; Zimmerman &Bandura, 1994).www.elsevier.com/locate/ijeduresAvailable online at www.sciencedirect.comInternational Journal of Educational Research 47 (2008) 97–108* Corresponding author. Tel.: +1 604 822 6410.E-mail address: nancy.perry@ubc.ca (N.E. Perry).0883-0355/$ –see front matter # 2006 Elsevier Ltd. All rights reserved.doi:10.1016/j.ijer.2007.11.010