Resumen de Teachers’ professional gestures which support self-regulated learning in primary education
This project focuses on self-regulated learning in early primary education, i.e., for children aged from 4 to 9 years old. The objective 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 in a collaborative research partnership with a primary school in Switzerland (Cercle scolaire de Val-de-Ruz in the Canton of Neuchâtel) and a primary school in the United Kingdom (Kings Road Primary School in Old Trafford). Several collaborative research sessions were conducted with teachers and the school administration to identify the educational objectives of each lesson. Three flexible classes were followed through lesson observations and group interviews of teachers with the researchers over 18 months. The practical aims 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 gestures analyzed and summarized into a useful taxonomy, with repercussions for the initial training and continuing education of primary school teachers.
