A Study On Teachers' Self-regulated Learning Sample From Beijing

Teachers' professional development is an individual internal and active professional development process which must depend on teachers' long-life learning whose most important character is teachers' self-regulated learning, namely learning actively and autonomously. Self-regulated learning is not only important to teachers' learning, but also can improve teachers' professional development.As a key educational research theme, self-regulated learning is getting more and more attention and many research results are gained in many foreign countries, however, little research on teachers' self-regulated learning has been done in our country. So to study it now has important meanings.Based on analysis from literature and research, according to the self-regulated learning theory , this study points out the necessity and possibility of teachers' self-regulated learning and the relationship between teachers' self-regulated learning and their profession development under the professional development background. To know the middle school teachers' self-regulated learning present condition from the teachers' professional development prospect, this study surveyed teachers' learning in Beijing City using literature analysis, questionnaire, and interview, then analyzed the problems and reasons in it, last some suggestions are given.Results from the survey about the teachers' self-regulated learning are three: First, middle school teachers are lack of enough activity, motivation in self-regulated learning; second, middle school teachers' ability of self-regulated learning is weak; third, there is not enough support for midile school teachers' learning.Suggestions form the study: schools should pay more attention to activate the motivation of teachers' self-regulated learning and provide the proper condition and platform for teachers' self-regulated learning, and teachers should improve their ability to self-regulated learning.