Teachers as Self-Regulated Learners

Teachers are situationally adaptive learners who need to develop epistemic fluency to thrive within the profession. Teachers&s; narratives make frequent references to improvisation and adaptation in response to change. Teachers sit in a challenging position of needing to learn in response to many factors outside their control, yet they also have a great deal of autonomy (in many cases) to guide their own learning—in terms of both direction and process. This chapter elaborates how the teacher participants’ self-regulated learning provided success strategies as proactive examples for their students’ success as lifelong learners, in turn working to enhance their own motivation and resilience.