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Teachers are expected to be self-directed and to instil in their learners the ability to self-regulate their own learning processes. There are however personal and contextual factors that promote or inhibit teachers’ abilities to develop self-regulated learning skills. This study was conducted in two South African secondary township schools and in two Namibian rural secondary schools. Twenty-eight, conveniently and purposively selected teachers participated. This interpretive basic qualitative study was intended to provide food for thought about the perceptions of South African and Namibian teachers regarding the development of self-regulated learning skills, differences in their perceptions as well as consistencies and inconsistencies between their perceptions and their actual teaching practices. Data were collected via observations and semistructured interviews. The results indicate a need for interventions to train practising teachers to be activators and facilitators of selfregulated learning (SRL) skills.

perspectives in education

Juxtaposing South African and Namibian teachers’ perceptions and teaching practices to develop self-regulated learning: Do they practice what they preach?