Implementing Self-Regulated Learning in Classrooms: Connecting What Primary School Teachers Think and Do Through...

Self-regulated learning (SRL) is crucial for effective learning, supporting academic achievement and lifelong competencies. Fostering SRL in primary education is important, yet teachers' understanding and use of strategies are underexplored. This study provides an innovative, multi-method investigation of whether and how primary school teachers' knowledge and beliefs about SRL align with their classroom practices. Video-based classroom observations were combined with semi-structured interviews to capture both what teachers think and what they do. The study addressed three research questions: (1) how and to what extent teachers implement SRL; (2) their knowledge and beliefs regarding SRL and alignment of these with classroom practice; (3) factors perceived as facilitating or constraining SRL implementation. Eight teachers participated, providing 16 h of observations and 11 h of interview data. Observations were analyzed using the ATES instrument, and interviews were coded thematically. Findings revealed variation in SRL implementation and misalignments between knowledge, beliefs, and practice. Teachers held misconceptions and focused mainly on metacognitive and motivational strategies in classroom practice. Limited self-efficacy and school- and classroom-level factors further constrained SRL implementation. Results indicate a need for professional development addressing knowledge gaps, misconceptions, and teachers' self-efficacy, while encouraging school-wide reflective practices to support SRL in primary classrooms.