Regulation of Teaching as an Individual or Collaborative Process: Theory Meets Practice

There are calls for researchers and practitioners to build joint communities to narrow down research-practice gaps. Regulation of teaching, a process during which teachers direct attention, set goals, plan, monitor and evaluate their teaching for improvement, is very likely to benefit from communication and collaboration between researchers and teachers given its complexity in terms of multiple phases and various levels. This symposium aims to facilitate researchers' and practitioners' direct conversations on self-, co-, or socially shared teaching regulation. A theoretical framework that details different phases of teaching regulation at the self-, co-, or socially shared teaching levels guides teachers' reflections on their teaching regulation, which then serve as a basis for a panel discussion between three (groups of) teachers and three invited researchers. The panel discussion will be focused on identifying practical challenges and research gaps regarding teaching regulation and discussing how teacher and researcher communities can collaboratively respond to these issues.